Restructuring of Social Education and Lifelong Learning and Community Governance

2019 ◽  
pp. 53-65
Author(s):  
Jeongyun Lee
Keyword(s):  
Lifelong Learning ◽  
Social Education ◽  
Community Governance

Incorporating ecotourism into social education (shakai kyouiku 社会教育) and lifelong learning (shougai gakushuu 生涯学習) in Japan

2018 ◽  
Vol 24 (1) ◽  
pp. 18-36
Author(s):  
Austin Uzama ◽  
Pierre Walter
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Second World War ◽  
Host Community ◽  
Social Education ◽  
Sporting Events ◽  
Education Curriculum ◽  
Community Centers ◽  
The Government ◽  
Second World

This paper examines the benefits of incorporating ecotourism programs into the adult education curriculum. Social education and lifelong learning ( shougai gakushuu) are terms used to refer to adult education and related activities in Japan. Adult education originated immediately after Second World War with the enactment of the Fundamental Law of Education (1947; revised in the 1980s). Since the mid-1980s lifelong learning has been the more commonly used term. Lifelong learning involves not only going to school to learn how to read and write, it can also involve the learning that takes place outside the classroom—through volunteering, outdoor activities, sporting events, and so on. A literature review was conducted as the means to pursue the aim of introducing ecotourism into adult education. Education for Sustainable Development was examined to see how its contexts can be applied to Japan’s adult education. This paper is aimed specifically at how the host community can learn, from adult education centers in their communities, to practice a sustainable ecotourism. Although there have been researchers and communities who are against ecotourism practices, this paper maintains that, with proper education in night schools and adult and community centers, of the benefits of ecotourism these communities will accept and welcome ecotourism. However, the government first needs shakai kyouiku to re-examine and re-write the adult education curriculum so as to include ecotourism.

scholarly journals A comparative analysis of handling level of lifelong learning competences in social education curricula, Turkey and Ireland sample

2016 ◽  
Vol 13 (1) ◽  
pp. 1293 ◽  
Author(s):  
E. Seda Koç ◽  
Aliye Erdem
Keyword(s):  
Lifelong Learning ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Social Education ◽  
The European Union ◽  
Analysis Method ◽  
Learning To Learn ◽  
Mathematical Competence ◽  
Analysis Technique ◽  
The Social

Developing and ever-changing information technology brings together many innovations by renewing the human profile societies need in a significant way. “Lifelong Learning Understanding” which is one of the most important of these innovations, makes it necessary to change the basic competences and skills stand in the curricula. Accordingly, the education curricula are expected to provide lifelong learning understanding.  In this study it was aimed to analyze the handling level of the lifelong learning competences in the social education curricula of Turkey and Ireland comparatively. Eight key competences, recommended EU member countries to conduct their educational policies within the context of lifelong learning by the European Union (EU), was used as references in the analysis of the curricula.  It has been tried to determine whether lifelong learning competences are included in the curricula or not and which competences have been mentioned the most and which has been mentioned the least. Data required was collected in accordance with “document analysis” method, which is one of the qualitative research methods, and utilized from “content analysis” technique for the analysis of the collected data. According to the findings of the study it was found that the most frequent competences were mathematical competence and basic competences in science and technology in TSCC.  It was also seen that the competences of communication in the mother tongue, social and civic competences, the learning to learn competence, and mathematical competence and basic competences in science are of leading importance in SPHE.  Absence of the communication in foreign languages competence in TSSC can be said as the most prominent difference between the ISSC and TSSC.

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