scholarly journals A Study on the Analysis of the Trends of Policy Process of Lifelong Education in Korea - with special reference to the lifelong education policy for community development -

2009 ◽  
Vol 5 (3) ◽  
pp. 221-246
Author(s):  
이병호 ◽  
Eun-Soo Choi
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.


2019 ◽  
Vol 9 (S1) ◽  
pp. 19-22
Author(s):  
B. Vinodh Kumar ◽  
A. Dhanapal ◽  
K. Tharmar

This paper examines the online courses of SWAYAM (Study Webs of Active – Learning for Young Aspiring Minds programme) project which is developed by MHRD, Government of India to achieve the three cardinal principles of Education Policy viz., access, equity and quality. The data were collected from SWAYAM website (https://swayam.gov.in) for this study during Sep-2018 and further analyzed by top ten major subjects, learning path, top five Institutions and top five faculty members. It is found that total 1556 online courses has contributed by 15 major subjects and further it is found that in major subject category of Engineering has contributed 935 online courses and Architecture & Planning has contributed 2 online courses.


Author(s):  
Chijioke J. Evoh

This study presents the rationale for policy and institutional frameworks in the development of ICT in secondary education in countries in Sub-Saharan Africa (SSA). As the adoption of modern ICTs slowly gain momentum, various stakeholders in education have recognized the importance of leveraging these technological tools for the improvement of teaching and learning. To a large extent, the application of modern ICTs in education remains uncoordinated in many countries. This study identifies the institutional framework as the dominant approach to ICT in education policy process in the region. This involves the participation of broad-based interest groups in the policy process. Using South Africa as a case study, the study presents elements of ICT in education policy as well as policy lessons that would enable African countries use ICTs for productive educational outcomes.


2008 ◽  
Vol 56 (4) ◽  
pp. 747-765 ◽  
Author(s):  
Stephen J. Ball

This article draws upon and contributes to a body of theory and research within political science which is concerned with changes in the policy process and new methods of governing society; that is, with a shift from centralised and bureaucratic government to governance in and by networks. This is sometimes called the ‘Anglo-governance model’ and the most prominent and influential figure in the field is Rod Rhodes. The article focuses on one aspect of these kinds of change within the field of education policy and argues that a new form of ‘experimental’ and ‘strategic’ governance is being fostered, based upon network relations among new policy communities. These new policy communities bring new kinds of actors into the policy process, validate new policy discourses and enable new forms of policy influence and enactment, and in some respects disable or disenfranchise established actors and agencies. The argument is illustrated with examples of networks identified and mapped by the author. Some of the relationships among participants who make up these new networks are traced and discussed, drawing upon research into the privatisation of education funded by the ESRC. These relationships interlink business, philanthropy, quangos and non-governmental agencies.


Author(s):  
V. S. Sumi

The present paper attempts to evaluate some research studies carried out in India in the field of teacher education and community development. Relevant researches concerning teacher education and community development was identified by searching the reliable databases. The studies were collected, categorized and analysed. The review highlights the importance of educating the individuals for community development, successful strategies adopted by teachers for community development, various programmes by educationists, Government and organizations for community development, community participation in education, and why community development is important, with all supported research evidences. The evidences from the literature review confirms that community participation is not a panacea for all the barriers in the development but active involvement of the community has facilitated in identifying community specific issues and formulating effective strategies.


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