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The National Institute for Lifelong Education (NILE) has published Lifelong Learning in Korea since 2013. This is to share Korean lifelong education projects and cases with policy makers, researchers, and practitioners from all over the world. NILE wishes to contribute to the development of lifelong learning in the international community by sharing the vision and efforts for the promotion of Korean lifelong education. As the third issue of 2016, this issue features Lifelong Learning Cities in Republic of Korea.
Lifelong Learning Cities: Lifelong Learning for Communities
“Lifelong Learning City” in Republic of Korea (hereinafter referred to as Korea) is a social restructuring movement to build a learning community where everyone learns whatever and whenever they want, by means of supporting personal development, social inclusion and economic growth, which eventually leads to accomplish individual well-being as well as the total competitiveness of the city (NILE, 2008). And through this movement, lifelong learning network expects to obtain sustainable regional development through individual/ organizational learning by promoting better quality of life, economic growth and social inclusion. Lifelong Learning City is a networking learning society aiming for regional prosperity, social integrity, and sustainable development through education (Yang, 2002). One of the first cities to promote lifelong learning was Kakegawa city in Shizuoka prefecture, Japan in 1979. Since then, there has been an emerging consensus in OECD countries that it is not
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only socially but also economically desirable for adults to continue learning throughout their lives. During a meeting in Paris in 1990, the education ministers of the 24 OECD countries described initial education as “a start to lifelong learning”, and identified one of their main goals as the development of new learning opportunities for adults to “allow them to participate actively in today’s rapidly changing labour market and society”. OECD later recommended the learning city project, which practically guarantees the all citizens’ right to learn by reinforcing the environment of learning cities in every country of the world at the OECD meeting held in 1992 in Gothenburg city. Lifelong learning city has been actively expanding worldwide led by major developed countries. According to the City Strategies for Lifelong Learning, this is an attempt to discover whether a strategy to create a culture of lifelong learning can be developed at the city level. The concept of a “lifelong learning culture” was used to denote an ideal whereby the concept of a “conscious learning" continues as a matter of course throughout people’s lives, rather than being seen as “complete” when initial full-time education comes to an end. As a part of a regional innovation project, Lifelong Learning City made the social integration of the region and economic development possible. Furthermore, the learning cities have expanded throughout the world from Europe to North America, and to East Asia. The OECD has also noted the important factors that every city should at least consider in order to successfully cultivate and promote a lifelong learning culture:
· The development of city-wide coalitions coordinating all relevant actors in both the public and private sectors; · The coordination of work-oriented and general/leisure-oriented education and training in a way that allows citizens easily to relate their development as individuals and their development as workers; · The coordination of learning at different ages, for example by encouraging different generations to learn together and to learn from each other; · The use of the local media both to use it as a teaching tool in themselves and to raise awareness of learning opportunities;
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· The promotion of a “learning city”, in which communities attempt to learn collectively as a means of changing their own futures (OECD, 1992).
So far, after 175 cities in 26 OECD countries organized ‘The International Association of Educating Cities (IAEC)’ in 2000, 480 member cities in 35 countries participated at the 2015 year end. Korea is also part of the IAEC membership with involving cities such as Changwon, Gumi, and Suncheon. Accordingly, the Korean Ministry of Education has started the project to appoint cities with excellent results in lifelong learning infrastructure and lifelong learning promotional plans as lifelong learning cities. This was expected to revitalize the lifelong learning in the local regions in primary local governments.
Policy Background The political intent behind this project comes from the realization that education and training for adults are becoming as important for the modern society to function as primary education. In the past, the benefits of adult education were considered to be limited to individual fulfilment rather than fundamental to the operation of the entire societies or economic processes. However, the situation has shifted due to three main reasons. One is that work and society have become more complex. Technology-driven change in the workplace has drastically reduced the number of routine, unskilled jobs and increased the demand for worker with specific set skills to deal with non-routine jobs which require much more complex problem-solving and reasoning ability than in the past. Changes in the social structure make a better educated society desirable, but the pace of the change itself is too fast to bring this about solely by expanding initial education. Second, the pace of change is such that model of learning only in the first quarter or third of one’s life is in any case unsatisfactory. Learning needs to continue throughout adulthood as society changes.
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Third, the growth in certain important potential client groups increased emphasis on lifelong learning as well. These include the unemployed, women looking for new directions after raising a family and, most importantly, the older generation. As the population ages, it is socially desirable to develop active lives for people in the “third age”. To do so, they may need to learn new roles and to use education to develop new interests. However, there is neither the strong political desire nor the economic resources to create a universal public system for lifelong learning that is comparable to universal schooling. Rather, what the public sector is trying to do is to play a strategic role by stimulating and managing private and non-profit education and training, and intervening selectively with direct provision (OECD, 1992). In the case of Korea, lifelong learning city project has started as a voluntary movement of municipal corporations. Changwon city was the first to enact the related rules regarding the Lifelong Learning project in 1995, and in 1999, Gwangmyeong city was declared as the first Lifelong Learning city in Korea. In 2001, Korean government initiated Lifelong Learning City construction project, or the LLC Project, at a national level. For the revitalization of lifelong learning in the si (city)-gun (county) – gu (district) areas (hereinafter referred to as local governments) by letting the local governments construct the network of lifelong learning resources in their regions. In other words, their intention was tocreate the environments for the local residents to pursue learning activities by including lifelong education as a part of their regional development through the LLC project. The efforts of these local governments were supported by the Ministry of Education, which provided necessary aids including training programs or staffs, and financial support. According to the 2006 report, Lifelong Learning City program supports “when selected as a lifelong learning city, cities with less than 30% of fiscal independence rate are given 2 hundred million KRW, and wealthier cities with more than 30% of fiscal independence rate are given 50 million KRW, and when a city enters its second year of the program (2007), each learning city will be supported for its individual programs such as specialized lifelong learning program, adult literacy education program, learning city consulting and
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so on” (Ministry of Education and Human Resources Development, 2006). The Ministry of Education, Science and Technology selected Gwangmyeong City, Jinan-gun, and Yuseonggu as Lifelong Learning Cities and executed a special budget of 2 hundred million KRW. Ever since, the number of Lifelong Learning City has been increased and as of 2016, total of 57 institutions have been selected as Lifelong Learning City to initiated related business. Through this kind of financial support, the central government is inducing the local communities to voluntarily discover available resources and build the system for lifelong learning at the community level. For this reason, this project is not solely led by a certain institution, but is operated in a form of consortium of local education offices, local governments, and universities. According to the complete revision of the “Lifelong Education Act” in 2007, the responsibility of promoting lifelong education in local government units was transferred to the head of the local governments from the superintendents of offices of education in the cities and provinces. Thus it became possible for the local governments to promote LLC project on their own from 2011, becoming independent from the system where the lifelong education had to be promoted jointly by the local governments and offices of education support (NILE, 2013). The individual projects being promoted in cities which are selected as Lifelong Learning Cities can be categorized as three types. First is the building of the policy/fiscal system. This project includes enacting ordinance, creating a specific division within the local government, networking among local education offices and related organizations. Second is the construction of infrastructure for supporting lifelong learning. This includes establishment of lifelong learning centres, lifelong learning information supporting system, and reconstruction of existing local education sectors. Third is the supporting of lifelong learning for local residence. This includes supporting of outstanding learning programs, learning groups, and standardization. The Lifelong Learning City project can be interpreted as a transitional movement that was created during the shift from traditional school-centred education system to community-
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centred lifelong education system. Lifelong Learning City project strengthens the responsibility and participation of local communities in education, and this is to become the basis for building a new type of education system (Oh, 2005). At the national level, legal frameworks exist to support the operation of lifelong learning city. There are the Lifelong Education Act and National Promotion Plan for lifelong education. Also, the Korean Constitution states that “the state is responsible for promoting lifelong education” (Article 31).This constitution is developed and implemented every 5 years and includes short and long-term goals for lifelong education policies of how to secure financial resources and to evaluate previous plans. The supporting system for the policy is effectively connected throughout the 4 stages of application, which are national (NILE), metropolitan (municipal/provincial institutions of lifelong education), local (city/county/district lifelong education centres), and institutional (organizations and facilities for lifelong education) level. This is also stated in the National Agenda #74 to connect the state-provinces with all cities and districts within the country. And expansion of LLCHs operation in lifelong learning opportunities falls perfectly under this role.
Lifelong Learning Network
Personal Development
Quality of Life
Economic Capital
Economic Growth
Social capital
Social inclusion
Product
Outcomes
Individual Learning
Organisational Learning
Process
Sustainable Regional Development
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Status Quo NILE is currently operating as the control tower of the “Lifelong Learning City” project. It selects the location of the project, supports the Ministry of Education in establishing the basic plans, and helps local authorities in developing the project infrastructure and programs. After the implementation of the Lifelong Learning Cities project, it continues to monitor and evaluate the project development. Also NILE trains professionals in lifelong learning area and provides consulting by establishing supporting networks among institutions with similar purposes. In the case of Korea, a flagship project was initiated in 1999, declaring Gwangmyung city as the first learning city in the nation’s history. Later in 2001, the Ministry of Education officially designated three cities as the “Lifelong Learning City.” As of 2015, 136 out of 227 local governments are participating in the lifelong learning city development project. Since its official kickoff in 2001, there has been a continuous increase in the number of learning cities. Currently, more than 50% of the total cities
Gangwon(7) Incheon(4)
Seoul(14)
in Korea has been designated as learning cities
Gyeonggi(21)
and 17 municipal/provincial lifelong education
Chungbuk(6) Chungnam(9) Gyeongbuk(7) Daejeon(4)
The key programs currently operated in a
Daegu(4)
Gyeongnam(9) Gwangju(4) Jeonnam(7)
institutions are being operated nationwide.
Ulsan(3) Busan(9)
“Lifelong Learning City” includes establishment of management/implementation system, provision of educational programs, development of special programs for marginalized and disabled
Jeju(2)
population (mainly elderly and unemployed), development of networks between institutions,
organizations, experts and other resources, construction of trans-departmental collaborative framework, and promotion of learning cultures, learning festivals and awards. To amplify the effectiveness of the regional lifelong education project, the lifelong learning
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programmes are customized to fit at different local levels when they are provided and managed. The following is the definition of three types of support that are being provided:
a. Constructing networks: Constructing municipal/provincial lifelong learning network through installation or selection and provision of operational support for municipal/ provincial institutions of lifelong education b. Development of Lifelong Learning cities: Development of learning community and expansion of lifelong learning jobs through provision of lifelong education services interconnected with cities/counties/district policies c. Operation of LLCHs: Provision of lifelong learning opportunities at the town/ township/neighbourhood level that corresponds to demands from the community, enhancing accessibilities for learning
The significance of these projects lies within the necessity and value of education itself. While this lifelong learning project extends learning opportunities in both personal and social dimensions at community level, this also transforms a region into knowledge development society satisfying the local residents’ desire for education. Also at the economic level, it strengthens the competence of human resources for economic growth of the community. Not to mention, it strengthens lifelong learning opportunities for socially disadvantaged class, social minorities and literacy learners from the level of socio-cultural and public policy perspective.
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Table 1. Current Status of Lifelong Learning Cities (2016) Metropolitan / Province
No. of learning cities
No. of local governments
Lifelong Learning Cities
Seoul
15
25
Gwanak-gu, Seongbuk-gu, Yangcheon-gu, Yeongdeungpo-gu, Gangdonggu, Gangseo-gu, Mapo-gu, Eunpyeong-gu,Gangnam-gu, Geumcheon-gu, Nowon-gu, Dobong-gu, Seodaemun-gu,Songpa-gu, Yongsan-gu
Busan
11
16
Haeundae-gu, Yeonje-gu, Sasang-gu, Yeongdo-gu, Busanjin-gu, Geumjeong-gu,Nam-gu, Saha-gu, Seo-gu, Gijang-gun, Dong-gu
Daegu
4
8
Dalseo-gu, Dong-gu, Suseong-gu, Buk-gu
Incheon
5
10
Yeonsu-gu, Bupyeong-gu, Nam-gu, Namdong-gu,Seo-gu
Gwangju
5
5
Nam-gu, Dong-gu, Seo-gu,Gwangsan-gu, Buk-gu
Daejeon
4
5
Yuseong-gu, Dong-gu, Daedeok-gu, Seo-gu
Ulsan
4
5
Ulju-gun, Jung-gu, Buk-gu, Dong-gu
Gyeonggi
25
31
Gwangmyeong, Yongin, Pocheon,Uiwang,Bucheon,Siheung,Uijeong bu, Icheon, Pyeongtaek, Gunpo,Suwon, Hwaseong,Guri, Gwacheon, Gimpo,Goyang, Anyang, Seongnam, Ansan, Namyangju, Osan, Yangju(Cities),Yangpyeong-gun,Gapyeong-gun,Yeoncheon-gun
Gangwon
10
18
Samcheok City, Hwacheon-gun, Gangneung City, Hoengseong-gun, DonghaeCity, Inje-gun, Pyeongchang-gun
Chungbuk
8
12
Cheongju City, Danyang-gun, Jecheon City, Jincheon-gun, Okcheongun,Eumseong-gun
Chungnam
12
15
Geumsan-gun, Buyeo-gun, Seosan City, Asan City, Taean-gun, Seocheongun,Cheonan City, Dangjin City, Hongseong-gun
Jeonbuk
8
14
Jinan-gun, Jeonju City, Iksan City, Gimje City, Namwon City, Jeongeup City,Gunsan City, Wanju-gun
Jeonnam
10
22
Suncheon City, Mokpo City (Shinan, Muan), Gokseong-gun, Gwangyang City,Yeosu City, Gangjin-gun, Yeongam-gun
Gyeongbuk
9
23
Andong City, Chilgok-gun, Gyeongsan City, Gumi City, Pohang City, GyeongjuCity, Yeongju City
Gyeongnam
11
18
Geochang-gun, Changwon City, Gimhae City, Namhae-gun, yangsan City,Hadong-gun, Jinju City, Tongyeong City, Changnyeong-gun
Jeju
2
0
Jeju City, Seogwipo City
Total
143
227
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Results and Accomplishments ● Short term outcomes As for the outcome of this project, the lifelong learning cities turned out to have better learning environments for local residents than other regular cities. It is known to have increased the level of happiness, social participation and job opportunities. Also, the result showed that it increased the participation of self-directed learning through learning circles within the community. Some of the best examples of these outcomes can be shown as the following:
a. Eunpyeong District, Seoul: Career-interrupted women creating pathways for local residents Eunpyeong District, Seoul
Outcomes and Effects
Eunpyeong District, Seoul
- Year of Designation: 2012 - Area: 29.72 km2 - Demographics: - Population: 499,257 - By age bracket (%) 0-14: 12 15-24: 12 25-59: 56 60 +: 20
- Train Route Seekers: Headquarters are established as places for them to utilize (Route Seeker Center)
- Create jobs for careerinterrupted women
- Strengthen their expertise through study groups and by providing training for capacity building
- Contribute to the development of the community through various Route Seeker activities
In Eunpyeog District, career-interrupted women in their 40s and 50s are working as “Route Seekers” or community leaders, who connect local residents with volunteer activities, lifelong education and community opportunities whenever and wherever they are needed. This creates jobs for career-interrupted women, increases information and accessibility for the residents and overall expands the lifelong educational network. The Route Seeker Centre provides counselling on psychological and family concerns, as well as information on lifelong education and volunteer opportunities. The training increases awareness of local residents about opportunities, finds activities for the community, and leads program planning. Also they host study groups weekly for
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continuous capacity building, and mentoring session from senior Route Seekers. The Route Seekers are expanding their presence in the community by providing the local residents with information on volunteering opportunities, lifelong education and community activities and are expanding their presence in the community. Thus, this project in Eunpyeong district was considered as one of the most succeeded due to its outcome and effects. The headquarter, named as Route Seeker Centre, was established as a place for Route Seekers. Also it strengthens their expertise through running study groups and providing training for capacity building.
b. Buk District, Ulsan: Retirees design a new life learning and sharing Buk District, Seoul
Outcomes and Effects
Eunpyeong District, Seoul
- Year of Designation: 2012 - Area: 157,32 km2 - Demographics: - Population: 190,733 - By age bracket (%) 0-14: 18 15-24: 15 25-59: 57 60 +: 10
- Obtain state-accredited certifications
- Vitalize learning club activities, thereby inducing spontaneous participation of individuals
- Take part in talent donations
- Spread a practical community culture where learning leads to serving the community.
In Buk District, city of Ulsan, Retirees (to-be) and middle-aged women pursue collegelevel education opportunities and professional training courses, becoming talent donors and thereby making a perfect cycle of lifelong education where learning leads to serving the community. The Third Life College offers professional courses such as asset management, ecofriendly gardening and eco-friendly landscaping to retirees (to-be) and middle-aged women. It runs study clubs that are relevant to the courses so participants in the Buk district can strengthen their expertise and obtain relevant national accredited certifications for asset manager, organic agricultural craftsman, and landscaper. The Third Life College runs volunteer groups and gives them benchmarking opportunities, thereby helping them to build skills and capabilities for finding jobs or starting their own business in the future. These activities include maintaining
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senior centers, creating community gardens, pruning and maintenance at welfare centers, ensuring pest control and organizing other activities that contribute to the community.
c. Siheung City, Gyeonggi Province: Community Leaders become entrepreneurs vitalizing the local economy and culture Siheung City, Gyeonggi Province - Year of Designation: 2006 - Area: 135,075 km2 - Demographics: - Population: 393,361 - By age bracket (%) 0-14: 16 15-24: 15 25-59: 58 60 +: 11 60 +: 10
Outcomes and Effects
Eunpyeong District, Seoul
- Foster career-interrupted women, seniors and youths as community leaders to create learningoriented jobs
- Creating and sale of cultural goods developed by the local residents personally increase community pride and solidarity
- Develop learning tour products in Siheung
- Increase local participation in economic and social activities - Vitalize public-private networks in the community
In 5 Lifelong Learning Villages of Siheung City, community leaders and local residents join hands to develop Village Tour Packages which highlight tangible and intangible resources of the community, as well as its history and stories, thereby boosting the local economy and community pride. In this city, the training of Siheung City Tour Guides (activists) who are responsible for providing fun, meaningful and educational tours to visitors, fosters community-based learning among the local residents to create jobs. The tour guides develop storybased learning tour packages which highlight the history, values, culture, activists and local attractions (lotus fields, mud flats, etc.) of the five learning villages in Siheung. These are offered as experience programs for the locals and serve as benchmarks for other municipalities.
● Long term outcomes and Future directions In the end, the core issue behinds the whole LLC Project is to better acknowledge the necessity of lifelong education to the public and to strengthen the educational infrastructure
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and management of lifelong learning in local governments. Since the implementation of the Lifelong Learning in Korea, 118 out of 227 local governments have already participated in this project and the number is still growing as the other local governments are also considering taking part in this educational trend. Considering how the LLC project has been actively changing the local communities through its activities, the project is expected to further branch out into the future. Its future directions can become more evident from how the project is affecting local governments and communities in long term. First, the LLC Project shall focus on revitalizing the lifelong education in Korea as a whole. The program has already greatly contributed to the national lifelong education. Second, the project shall encourage the systematic construction of the lifelong education infrastructure in the local communities. Third, the capability of regional lifelong education project is reinforced. Forth, the lifelong education infrastructures should play a greater role of being an efficient foundation for the implementation of various national policies. (NILE, 2013) However, the future direction of the LLC project may stay in the bigger picture regarding systems, economy and infrastructure, it is eventually all boiled down to the actual practitioners, providers, and users to maintain and flourish the project throughout the future. In other words, the LLC operation should consider applying heavier influence upon the individuals of the local communities in order to keep up the results. First, the LLC Project can raise awareness in lifelong education and invite greater number of people to participate in lifelong education. Second, the quality improvement of the lifelong education service will take greater effect on individuals. Compared to ordinary local governments, the lifelong learning cities were revealed to make more efforts for improvement of service quality for its residents, with a higher degree of information acquisition for access to lifelong learning opportunities. The LLC Project organizing the regional learning community by facilitating the connection within learning, employment, and welfare has brought on, as a result, the creation of learning culture along with social talent donation system which increases the degree of life satisfaction of the individuals (NILE, 2013).
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Table 2. LLC with better learning environment (Sohn et al. (2015)) Lifelong Education Budget
Lifelong Education Personnel
1000
1.5
800
1
■Learning Cities ■Regular Cities
1.33
1.27
1.3
600 915
400
941 311
200
853 331
0.5 249
0
0.53
0.51
0.51 0.27
0.13
0.09
0.17
0.16
0.09
0 2012
2013
2014
2012
2013
Study Circles
2012
2013
2014
Non-Permanent Employee
Social Participation Circles
(person)
number
1000
50
50
800
40
40
600
30
30
400
20
20
200
10
10
0
0
0 2011
2014
Permanent Employees
■Learning Cities ■Regular Cities
2012
2013
Social Participation Circles
41.22
41.34
9.58
2012
38.37
9.99
2013
9.24
2014
Study Circles
Lifelong Learning Cities No. of participants No. of study circles
No. of participants No. of study circles
In order to maximize this impact on individual local residents, it is foremost important to fully understandhow the current LLC project has influenced the individuals and the community as a whole and strategically analyzes the information to create a better system. As OECD stated, LLC project implemented by city unit has its perks because each local government is unique in its own way with different constext of exsisting educational structures, political and economic trends and cultural traditions. Learning from city differences through accumulated data from various regions can show how some city-specific characteristics have more important influence than others. Thus,it is not only necessary to get better data from the results that is collected from each learning city and from the accumulated data, but also essential to create and provide customized learning system for each city for the future development of LLC project.
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The outcomes of the lifelong learning cities have shown that these strategically planned cities achieve better outcomes in general performance in terms of constructing educational infrastructure and regional vitalization than those of other regular cities. Thus, for the future, there needs to be much more support and attention to maintain this system and amplify its positive impact on the local communities. Efforts for systematic management of performance outcomes
Extending to connect with projects that receive government funding
• Comprehensive analysis can help suggest strategic plans for management • Apply UNESCO's Key Features of Learning Cities for the international comparative studies
• Newly designated learning cities connect their project with existing specialization projects
Future Directions
Big Data Analysis
• Analyze synergy effects arising from connecting lifelong learning outcomes and national development
• Need to extend budget support and look for connectable projects
Continuous interest and support and support • Create positive outcome for establishing foundation for regional lifelong education • Continuous implementation and securing more budgets are needed
For one, efforts should be made for systematic management of performance outcomes. As mentioned above, comprehensive analysis of the collected database of the LLC project throughout the timeline might help suggesting strategic plans for future management of lifelong education. In addition, utilizing big data analysis to analyze the synergy effects deriving from lifelong learning project outcomes and national development can suggest more clear direction of where the LLC project should be headed in the future. Also, extending to connect with the projects that receive government funding may support the LLC project financially. The Newly designated learning cities should consider connecting their projects with existing government funded specialization projects. Most importantly, as the core of these LLC projects is empowered by participation of the local residents, it should receive continuous interest and support to create positive outcome when it comes to establishing foundation for regional lifelong education.
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Reference National Institute for Lifelong Education (2015). How Learning Cities Progressed: Sharing From Korean Experience, National Institute for Lifelong Education, Korea. National Institute for Lifelong Education (2015). Make It Happen Together! LifelongLearning Cities, National Institute for Lifelong Education. National Institute for Lifelong Education (2013). Lifelong Learning in Korea Issue 01, National Institute for Lifelong Education. Ministry of Education, National Institute for Lifelong Education (2012). 2011-2012 Lifelong Education White Paper.National Institute for Lifelong Education. Ministry of Education, National Institute for Lifelong Education (2010). Lifelong Learning City Fostering Project White Paper.National Institute for Lifelong Education. OECD (1993). City Strategies For Lifelong Learning: A CERI/OECD study prepared for the Second Congress on Educating Cities, Gothenburg, November 1992. Education Committee of City of Gothenburg. Ministry of Education and Human Resources Development (2006). A Notice for Nominating Lifelong Learning City and Supporting Business.Ministry of Education & Human Development. Yang, Byung Chan. (2002). Creating a Lifelong Learning City to Revive a District. Korea Education Development Institute Oh, Hyuk Jin. (2005). Community Relation and Lifelong Education.Jipmoon. Han, Sung-Hee. (2004). A Theory of Lifelong Learning.Hakjisa. Han, S. H., Kang, H.J.,Hur, J.(2005). A Fundamental Research on Creation of Lifelong Learning City in Gwankak Borough. Gwanak Borough’s Office.
[Annex] Past Issues of “Lifelong Learning in Korea” ● 2013 Issue 01. Lifelong Learning City Empowering Project
http://hannile.cafe24.com/_upload/2466520160613145413.pdf
02. The 3rd National Lifelong Learning Promotion Plan
http://hannile.cafe24.com/_upload/4593420160128151502.pdf
03. Adult Literacy in Korea
http://hannile.cafe24.com/_upload/5069520160128151953.pdf
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● 2014 Issue 01. For Working and Learning Together
http://hannile.cafe24.com/_upload/4435020160128151138.pdf
02. Recognition and Validation of Non-formal and Informal Learning
http://hannile.cafe24.com/_upload/4406320160128153336.pdf
03. Learning for All : Focusing on the Cases of “Lifelong Learning Centers for Happiness”
http://hannile.cafe24.com/_upload/6958220160128150926.pdf
04. Lifelong Learning for All : Online Lifelong Learning in Korea
http://hannile.cafe24.com/_upload/4452320160628095207.pd
● 2015 Issue 01. Survey of Koreans Participating in Lifelong Learning
http://hannile.cafe24.com/_upload/8134920160126144110.pdf
02. Lifelong Learning Educator in Korea
http://hannile.cafe24.com/_upload/3716420160126144341.pdf
03. Lifelong Learning for Senior Citizens in Republic of Korea
http://hannile.cafe24.com/_upload/6139620160126145213.pdf
04. Creating a Learning Culture : The National Lifelong Learning Expo & the Lifelong Learning Award
http://hannile.cafe24.com/_upload/6522320160126145336.pdf
● 2016 Issue 01. K-MOOC and Lifelong Learning
http://hannile.cafe24.com/_upload/6832720160408142158.pdf
02. K-MOOC and Lifelong Learning
http://hannile.cafe24.com/_upload/690720160705114953.pdf
Copyright© 22016 National Institute for Lifelong Education (NILE) Contact : Office of Public Relations and International Affairs (
[email protected]) Official English Website : http://www.nile.or.kr/eng/
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