Building Communities into Lifelong Learning Cities: The Case of the Republic of Korea
Building Communities into Lifelong Learning Cities: The Case of the Republic of Korea
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将社区建设成为终身学习城市：韩国案例
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Fred M. Schied
中科院分区：
文献类型：
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作者：
I. Kwon;Fred M. Schied
本文的目的是探讨在韩国建设终身学习型城市的意义和战略，1）检查运动背后的理由; 2）审查的结果和成就; 3）吸取教训，建设终身学习型城市在地球仪的其他地方。自20世纪70年代经济合作与发展组织（OECD）资助了一个创建“教育城市”的项目（IAEC，2008; Longworth，2006）以来，创建终身学习城市的想法已经在世界各地推广。根据国际教育城市协会的资料，36个国家的335个城市已经组织并正在参加国际教育城市协会（国际教育城市协会，2008年）。终身学习城市运动（以下简称LLCM）在韩国最为盛行。到2007年，232个地方自治实体（市/县/区）中有76个被命名为终身学习城市。更令人印象深刻的是，在2004年韩国的学习城市，投资总额为4000万美元，以资助创建19个终身学习城市（Byun，Kwon，Kim，Yang，B.，& Yang，H.，2005年）。到目前为止，由于2008年76个城市的终身学习城市增加，投资了1.44亿美元。2007年韩国终身学习城市，人口55万的昌原市，以“学习公民权利，建设积极的公民，建设社区”为主题举办了学习节。2007年9月26日至28日举行的艺术节吸引了共计142万人（大韩民国第六届国际成人教育大会报告，2008年）参加其各种活动。从上述数据可以清楚地看出，创建终身学习城市的想法已经成为韩国社会的核心和重要组成部分。根据许多关于终身学习的文献，建设一个强调公民意识、人权和人力资源开发的学习型社会对于迎接21世纪的挑战至关重要（Field，2006年; Jarvis，2007年; OECD，2002年; UNESCO，2008年）。根据其初衷，建立终身学习城市将有助于开发区域人力资源，扩大居民的学习机会，通过小型、有组织的学习研究圈形成区域社区，从而形成一个民主公民的社会（国际教育理事会，2009年）。欧洲终身学习倡议将终身学习城市视为一个学习社区，并将其定义为“一个城市、城镇或地区，调动所有区域资源，充分开发公民的潜力，促进繁荣，维护统一的社会，并促进个人进步“（Longworth，2006年，第23页）。韩国的终身学习城市运动是终身教育的区域单位之一，被组织为“学习城镇”、“学习区域”或“学习社区”（Kim，2004，第5页）。然而，韩国终身学习城市运动的政治，社会和经济理由尚未得到充分解决。对社会的影响也没有得到充分处理。依托韩国教育部制作的数据，
The purpose of this paper was to explore the implications and strategies for building Lifelong Learning Cities in Korea by 1) examining the rationale behind the movement; 2) reviewing the results and accomplishments; and 3) drawing lessons for constructing Lifelong Learning Cities in other parts of the globe. Introduction Since the Organization for Economic Cooperation and Development (OECD) funded a project to create ‘educating cities’ in the 1970s (IAEC, 2008; Longworth, 2006), the idea of creating Lifelong Learning Cities has expanded throughout the world. According to the International Association of Educating Cities (IAEC), 335 cities in 36 countries have organized and are taking part in the IAEC (IAEC, 2008). Nowhere has the Lifelong Learning Cities movement (hereafter LLCM) taken hold more than in South Korea. By 2007, 76 out of 232 local autonomous entities (cities/counties/districts) have been named Lifelong Learning Cities. Even more impressive, in 2004 learning cities of Korea, invested a total of $40,000,000 to fund the creation of nineteen Lifelong Learning Cities ( Byun, Kwon, Kim, Yang, B., & Yang, H., 2005). By now, $144,000,000 is invested to fund because the lifelong learning cities increased in seventy-six cities in 2008. The Korean Lifelong Learning City for 2007, Chang Won, a city with a population 550,000, held its learning festival under the theme “learning citizenship rights, building positive citizenship, and building community.” The festival held on September 26-28, 2007 attracted a total of 1.42 million people (Republic of Korea CONFINTEA VI Report, 2008) to its various activities. It is clear from the above data that the idea of creating a Lifelong Learning City has become a central and vital part of Korean society. According to much of the literature on lifelong learning, constructing a learning society with an emphasis on citizenship, human rights, and human resource development is crucial to meeting the challenges of the 21 century (Field, 2006; Jarvis, 2007; OECD, 2002; UNESCO, 2008). The establishment of a Lifelong Learning City would, according to its original intent, contribute to developing regional human resources, expanding learning opportunities for the residents, forming a regional community through small, organized learning study circles, thus forming a society of democratic citizens (IAEC, 2009). The European Lifelong Learning Initiative sees the Lifelong Learning City as a learning community and defines it as “a city, town or region that mobilizes all regional resources to abundantly develop the citizens' potentiality for prosperity, maintenance of a unified society, and to promote personal advancement ”(Longworth, 2006, p. 23). The Lifelong Learning City movement in Korea is one of the regional units of lifelong education organized as a "learning town", "learning region", or "learning community"(Kim, 2004, p. 5). However, the political, social and economic rationale for the South Korean Lifelong Learning Cities movement has not been adequately addressed. Nor has the impact on society been adequately dealt with. Relying on the data produced by the Korean Ministry of Education,