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Lifelong learning will be essential for everyone as we move into the 21st century and has to be made accessible to all. It is difficult to evaluate the implementation of lifelong learning because stra...
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Lifelong learning will be essential for everyone as we move into the 21st century and has to be made accessible to all. It is difficult to evaluate the implementation of lifelong learning because strategies vary across countries and measuring implementation is complex. This paper takes stock by constructing indicators on the basis of the best available international data.
The International Adults Literacy Survey (IALS) items was implemented for 20 OECD countries. In the background questionnaire, there was a question on the participation in any continuing education and training(CET). Based on the facts that Scandinavian countries with high literacy proficiency showed more than 50% of CET participation rate and that most of IALS participating countries showed about 35.6% of participation rate, the participation rate in CET in Korea measured in 17.2% only.
In Korea, the adults showed highest mean scores for quantitative literacy and lowest mean scores for document literacy. The proportions of adults at or above level 3, which is the minimum level of competence needed to cope with the complex demands of everyday life, are 48.3% for prose document, 34.3% for document literacy, and 56.5% for quantitative literacy.
In general, the literacy level in Korea in each literacy domain was appeared to be low, just as other participated countries in IALS. Even in the Scandinavian countries which showed the highest level of literacy, about a quarter of total adults scored level 1 and level 2, which are under the minimum level of competence needed for the everyday life. Considering the fact that about three quarters of adults scored level 1 and level 2 in the lowest performing countries , the levels of literacy in Korea were somewhat low even with the high educational attainment levels of adults. Especially, the document literacy level was among the lowest countries.
In conclusion, this paper derived following propositions based on the research findings.
First of all, the issue of literacy and the education of literacy should be re-recognized in the context of national policy-decision level. Also, international criteria for literacy should be adopted and periodical surveys on literacy status as a part of population census should be implemented. Along with these, the financial support for literacy education facilities and the specialization of literacy education should be pursued aggressively. Also, the rate of illiteracy will be decreased if we provide the financial support and official commendation to the educational facilities with enough years of history and numbers of graduates.
A culture of learning is important for promoting adult learning. Such a culture has to be embedded in the whole society and not only confined to the educational system. An important determinant of this culture of learning is the degree to which governments and the social partners are convinced of the importance of the need to refresh and upgrade adult skills.
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Abstract