Comparative Analysis and Implications of Lifelong Education Policy in Korea and Germany - Focusing on Historical Transition -

2020 ◽  
Vol 14 (3) ◽  
pp. 117-132
Author(s):  
Myung-Sim Lee
Author(s):  
Vincentas Lamanauskas

We live in such time period when there is a wish to get everything quickly and desirably for free. And, the quicker, the better. This applies to education as well. In fact, it is depreciated. Often it is said, that education does not add wisdom. There is some truth in this statement. If we speak about pseudo education acquired in any way and anywhere, then yes. However, a good, proper education is the outcome of rationality. These are related things, determining each other. It is thought, that today everything is rapidly changing, it is impossible, and there is no need of funda-mental “lifelong” education. This is an illusion, which does not let us see the essence. And a lot do not want and are incapable to see it. Like the house which can’t stand without good foundation, human’s good life is impossible without good education. The same can be said about society as a whole. Educated society is a warrant of state’s prosperity. Knowledge, abilities, values is, indeed, the true foundation of good education. A proper combination of these three components guarantees good education. Moreover, it would be nice if this component would entirely become integrated into given diplomas. Unfortunately, it has to be stated once again, that universities oriented or being oriented only to providing service will never be able to guarantee such integration. Thus, more or less it is agreed on an international level, that our contemporary society is not properly ready for the challenges of the 21st century. “A quick diploma” does not guarantee any-thing, in fact – neither individual nor society progress. Universities, being oriented only to giving “quick diplomas” are condemned. Education is not a game and universities are not “sandpits”. Unfortunately, it makes an im-pression that the number of “sandpits” is increasing, and wishing to play in them are getting more and more. We can be taught by others, but we can get educated only ourselves. An educated man is an independent man, knowing himself and making his own decisions. An educated nation is a na-tion knowing itself, independent and making its own decisions independently. Key words: educated people, education policy, educated nation, university education system.


2001 ◽  
Vol 20 (4) ◽  
pp. 255-271 ◽  
Author(s):  
Neil Selwyn ◽  
Stephen Gorard ◽  
Sara Williams

2015 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
M Nurul Ihsan

AbstractThis article discusses a comparative analysis of education in three countries where the population is predominantly of a Muslim background; Egypt, Iran and Turkey, andexplains about the system of education in primary schools, secondary schools and colleges.Additionally, this article clarifies the latest education policy, curriculum, subjects, andassessment systems in schools and universities. The three countries have some similarities;each country is implementing the policy of compulsory education with it split into threelevels. The other similarity being that is the students have a high interest for furtherstudy in foreign universities with some destination countries being: the United Statesof America, United Kingdom, Germany, Saudi Arabia, Canada, Ukraine, Malaysia,France, and Austria. Due to unfavorable politics in both countries of Egypt and Turkey, aswell as Iran, education has been effected by a foreign policy that is often contradictory.


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