e-Learning for Lifelong Learning in Denmark

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in South Korea should address the following issues: 1. Accessibility to the internet in South Korea is quite high with lesser information gap, but teaching and learning style follows old tradition of schooling in spite of the cultural campaign of lifelong learning centers. E-learning whose potentiality lies in the interactivity should be induced to facilitate multi-way communication especially for the alienated segment of people who only use the Internet as consumers. 2. E-learning in South Korea is regarded as a form of education delivering lectures through LMS(Learning Management System). The precondition of LMS based e-Learning is the developed technology with high speed communication network. It promotes the amount and speed of information and knowledge. However, e-Learning in South Korea is mostly confined to the one-way communication without group discussion, so it also needed to reconsider the basis of educational philosophy. The ideal of e-Learning is a new paradigm of education such as comprehensive learning networks characterized by active participation of learners. This will become the foundation for u-Learning (ubiquitous learning) as a substantial basis for lifelong learning. 3. E-learning requires Pan-governmental cooperative system for the effective and efficient initiatives. Although South Korea has many legal supporting systems comparing to other countries, there is a waste of time and resources to propel e-Learning strategies. Therefore, Korea set an example for other countries, building a cooperative system between the National Institute for Lifelong Education which is in charge of lifelong education and the Korea Education & Research Information Service which is in charge of internet-based learning. 4. An e-Learning network at the international level is necessary for the activation for global characteristic of e-Learning. E-learning in South Korea has the limitation of being developed only within the country, not making full use of the global applicability of internet. The embodiment of e-Learning as a new paradigm beyond the existing education system could be the global cooperation through active exchange with other cultural areas with different education traditions. 452 e-ASEM White Paper : e-Learning for Lifelong Learning
e-Learning for Lifelong Learning in Thailand 06 06
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e-ASEM White Paper: e-Learning for
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hanced this large volume and made i
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02❚Japan❘Tsuneo Yamada ∙ 105
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Part I A Cross Analysis of e-Learni
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Introduction This cross analysis re
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tion system discussed above. Depend
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secondary school leavers to further
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The other four countries namely, Ma
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contents effectively or virtual lea
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the other hand, the policies of Den
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certification system for adult educ
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Collectively, the country reports i
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students represent an area identifi
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ships are with Microsoft (Partners
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to overcome that are openly acknowl
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Part II White Papers of Six Asia-Eu
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Lars Birch Andreasen Lars Birch And
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Chapter 1 The Danish educational sy
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Youth education The youth education
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2010). Short-cycle higher education
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Vocationally oriented education and
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A comparison of the two parallel Da
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education at folk high schools, pri
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education consists of forms of teac
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The traditions of thought behind th
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● Employability / adaptability Li
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Chapter 3 Government policy, fundin
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in both public and private enterpri
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They shall support good job opportu
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The aim of the strategy is to incre
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that had clear common pedagogical g
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Readiness Index, Denmark was ranked
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Table 4-2 shows that the European U
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4.1 The basic school education and
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The expert group recommended that:
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The latest governmental initiative
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● The definition of assignments i
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ICT skills, students appear to act
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education or e-Learning possibiliti
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From the beginning of the e-Learnin
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learning situations and the two lea
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courses that qualify people in the
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educational materials are uploaded
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5.1 The Master’s Programme in ICT
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to the virtual conditions of the st
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modules the students work in groups
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― was established. 36 museums and
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Fig. 5-b The website of the Annex T
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In 2005-07 a project was launched o
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as an independent homepage at www.u
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as in the delivery processes (cf. p
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References Aceto S, Koskinen T, Wer
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Fibiger B et al (2004) Master in IC
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e-Learning for Lifelong Learning in
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Executive Summary 1) In Japan, “l
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Chapter 1 Educational Systems in Ja
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education and upper secondary gener
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専門士 8) Specialized Training
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1.2 Japanese Education Characterist
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The percentage of students who go o
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Figure 1-7 The transition of the nu
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Figure 1-10 The transition of educa
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The chart (Chart B4.1, In OECD, “
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(2) The Lifelong Learning Policy Bu
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ICT in the classroom was 58.5%; tha
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4) Lifelong Learning Indicators (1)
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1.3 Figure 1-19 Comparison of lifet
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Chapter 2 Lifelong Learning and e-L
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War II. For example, there was scho
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sense, it is asynchronous and onlin
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universities, promoting the Open Un
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it is necessary to fulfill the educ
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3.3 The of lifelong learning and th
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i) Support for learning throughout
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that promote lifelong learning. Fur
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are capable of meeting the ever sop
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White Paper on Education, Culture,
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Fig. 3-5 Numbers of Museums (from T
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ects that correspond with the senio
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Science, Cultural and Information S
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practical vocational training and s
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Table 3-1 The main systems for the
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transition phase to two-way learnin
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The lifelong learning platform mean
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the technology field of ‘Technolo
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hou/1286417.htm). Fig. 4-1 Teachers
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The goal of the Contest on Good Pra
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onment plans and teacher support is
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high school students exchanged idea
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OUJ research and support division.
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to radio programs to graduate is in
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tate communication between teachers
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1) Introduction OCW is a free and a
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For such a case a university must b
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can be matched with user needs. Act
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nomical measure for evaluation. Cur
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5.3 NPO CCC-TIES consortium: A coll
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TIES has all the basic e-Learning f
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Figure 5-3-5 A cell phone used with
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Figure 5-3-7 TIES Live to a cell ph
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A digital pen with a built-in camer
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ination, and application of knowled
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2) Framework of quality assurance i
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Private Enterprises (recruiting div
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Table 5-4-1 Numbers of Skill Items
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Entry Level Intermediate Level Adva
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that aim at realize these; ● Sinc
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living standard. In this way, we be
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Registration Everyone who wants to
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Approximately five questions are in
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● WLP is a successful project in
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OUJ manages a common metadata datab
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egisters the original metadata, it
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in EU, a GLOBE partner, by harvesti
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i) Metadata GLOBE members adopt IEE
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Chapter 6 Recommendations and Prosp
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ecognition of the concept of lifelo
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e-Learning For Lifelong Learning in
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Executive Summary Lifelong learning
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Chapter 1 The Malaysian Education S
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ing age group of 15 to 64 years (re
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the entire Malaysian education syst
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1-3 Lifelong Learning and e-Learnin
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1.4 Post-secondary Education Post-s
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(2) Community Colleges Malaysian co
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MYS MECD MAAI National Youth Traini
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universities, i.e. Multimedia Unive
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The Plan also notes that lifelong l
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in Malaysia to implement RPL polici
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life, takes place at all ages and a
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1) e-Learning in Schools e-Learning
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introduced their own LMS, even if t
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concern for the creation of a knowl
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esponsible for overseeing the prepa
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The following is the diagram of the
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(3) NHEF The PTPTN is a semi-autono
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Schools, upgrading of ICT infrastru
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eferences for the conferment of awa
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Chapter 4 Status and Characteristic
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◦ Providing better management, gu
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W O U iRadio is OUM’s internet ra
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courseware, online or e-Learning te
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The USM, is a prime example of a tr
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appropriate field of study at the u
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(Government of Malaysia, 2008) conf
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post offices around the country; ta
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Government-linked agencies, private
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delivering short courses and traini
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Malaysia is: “Learning engaged by
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as gross enrolment ratios and publi
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References Ahmad Rafee Che Kassim,
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Does Prior Learning Really Matter?
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Study Malaysia Online (n.d.) Offici
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Chapter 6: Table Ⅰ:Four Strategie
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QA : Quality assurance RPL : Recogn
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Alena Pistovčákova Alena Pistovč
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Chapter 1 Educational systems in th
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The system includes the following c
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is the completion of the system of
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learning and study programs; 3. Mut
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ing the approximation of education
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and letter games), arts (creative t
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324 e-ASEM White Paper : e-Learning
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Government Resolution No.1193/ 2001
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of the Economy of the Slovak Republ
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for continuing education, the terms
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lates the upbringing and education
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could also be used for financing of
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Chapter 4 Status and Characteristic
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Table 3 Achievments and Shortcoming
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The most active business companies
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of curricula that take into account
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In the Field of Education 1. Blende
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(IT skills, practical economy cours
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In Slovakia there have been only re
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committee should consist of nationa
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(a) Central e-Learning database for
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in ICT development. Besides more fi
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Tomas Sabol, Faculty of Electrical
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■ Min-Seung Jung is an associate
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Fig. I-1 Education System in South
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arts in Korea, however, this bias i
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II 2.1 Definition of lifelong learn
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learning is already used as the gen
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This study defines e-Learning as a
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III 2.1 III-1 Status A. General Ove
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B. Areas of e-Learning Use e-Learni
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through LMS by private institutions
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In addition, e-Learning market for
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since 1999 and it was called Intern
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The domestic e-Learning market in 2
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around KRW 350,000 or about 1/12 th
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○The Lifelong Education Center al
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Internet; subjects that offered dis
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ooks include special lectures in th
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70 60 50 40 30 20 10 0 57 32 8 3 25
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the supervision of the instructor,
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Adaptation (Socialization) Stage Le
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IV-2 Cyber University A. Definition
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Associate Degree Course Educational
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D. Teaching and Learning Methods Mo
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Page 408 and 409: IV-4 e-Learning for Enhancing Vocat
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Page 414 and 415: Fig. Ⅳ-4-3 The percentage of each
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Page 434 and 435: Table Ⅳ-32 Status of Distance Edu
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Page 438 and 439: Table Ⅳ-36 Status of Military e-L
Page 440 and 441: C) Status of Contents Development a
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Page 452 and 453: addition to accessibility improveme
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Page 458 and 459: level. Differentiation or equivalen
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Page 462 and 463: Chapter 2 Concepts of lifelong lear
Page 464 and 465: Term Plan for Higher Education (200
Page 466 and 467: 4.2 e-Learning usages in educationa
Page 468 and 469: all, both high school graduates and
Page 470 and 471: Chapter 5 Figure 3 ONIE’s e-Learn
Page 472 and 473: Strategy 2 Providing distance educa
Page 474 and 475: The majority age group of students
Page 476 and 477: Figure 6 Model of TCU’s function
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