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Nonformal Education and University Participation : Planning Considerations for Universities of Korea

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Nonformal Education and University Participation : Planning Considerations for Universities of Korea University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1984 Nonformal education and university participation : planning considerations for universities of Korea. Yong-hyŏn Kim University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Kim, Yong-hyŏn, "Nonformal education and university participation : planning considerations for universities of Korea." (1984). Doctoral Dissertations 1896 - February 2014. 2058. https://scholarworks.umass.edu/dissertations_1/2058 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1984 Education © Yong Hyun Kim 1984 All Rights Reserved NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Approved as to the style and content by: Dr. David C. Kinsey)' Member ill DEDICATION To my wife and daughters who stay with my lifelong learning; To my parents and colleagues who share with me informal learning; To my teachers and members of the CIE who empowered me with formal and nonformal learning. ACKNOWLEDGEMENT The accomplishment of this study was undertaken with the parti- cipation and collaboration of many persons both in the United States and the Republic of Korea. First, I express my deepest gratitude to all the members of my committee: Dr. Horace 3. Reed, Dr. Peter Park and Dr. David C. Kinsey for their valuable guidance, recommendations and support. I would like to thank faculty members of the CIE, David Evans, George Urch, Robert. Mi 1 tz and Linda Abrams for their encouragement and continuous support. I am also indebted to Michael Basil e and Margaret Maxwell for carefully going through and editing the draft, and to Mrs. Irene Morrissey for typing. Secondly, I wish to express my deepest appreciation to the government of the United States of America for enabling me to study at the Center for International Education, University of Massachusetts under the Hubert Humphery Fellowship Program. I also would like to extend my gratitude to Dr. Michael Haviland and his colleagues of the Institute of International Education who were in charge of the Hubert Humphery Fellowship Program, for all the support they gave me during the period of my studies at the Center for International Education. I am grateful to the Ministry of Education, Republic of Korea, for providing me with the opportunity and for supporting me in my effort to complete my studies in the United States. v Finally, and most humbly, I offer eternal thanks to my friends and supporters at the Center for International Education - Stanley Gajanayake and Jaya Gajanayake who have not only been great friends but also who treated me as a member of their family, and to Anna Donovan for her kindness and support throughout my stay in Amherst. A special word of thanks is reserved for all my colleagues in the Ministry of Education, Korean nonformal educators and NFE practi- tioners, those who contributed their efforts and support to complete my studies. vi ABSTRACT Nonformal Education and University Participation: Planning Considerations for Universities of Korea September 1984 Yong Hyun Kim, B.A., Yonsei University M. Ed., University of Massachusetts/Amherst Ed. D., University of Massachusetts/Amherst Directed by: Professor Horace B. Reed This paper examines planning considerations for universities' participation in nonformal education. The main purpose of the study is to help guide the pol icy-makers and planners in Korea who are en- gaged in the formulation of strategies which will lead to a greater involvement of Korean universities in nonformal education. This in- volvement is in keeping with the full intention of promoting nonformal and lifelong education in Korean society under the provisions of the new constitution as revised in 1980. The methodological approach combines a critical survey of litera- ture, of three case studies and an analytical survey of needs assess- ments. The survey of literature incorporates a comprehensive review of educational dilemmas in the world context, the potentials of non- formal education in promoting people's lifelong learning, and the roles . and values of higher education in the world as well as the Korean con- text. The case studies highlight the models appropriate for adoption within the Korean higher education system in order to maximize Korean universities' involvement in nonformal education. The survey of needs analysis, which is the most central aspect of this study, was designed for utilizing ideas and issues related to Korean universities' participation in nonformal education as major needs components for the formulation of the Nonformal Education Act. The several data gathering approaches suggest these major recommendations for increasing coordination between the Korean universities' and the nonformal education's efforts: establish a system for preparing specialists in nonformal education in universities; arrange for univer- sity representation in national nonformal education policy bodies; pro- vide financial support to universities for nonformal education efforts; and increase the effective dissemination of university findings con- cerning nonformal education. This study supports the thesis that the tensions between formal and nonformal education in Korea can be a crea- tive source of energy and ideas, building on the strengths of both systems vi i i TABLE OF CONTENTS DEDICATION .... * * . IV ACKNOWLEDGEMENT „ . v ABSTRACT ..... Vll LIST OF TABLES V1- • • LIST OF FIGURES xiv LIST OF APPENDICES . xv Chapter I. INTRODUCTION. ...... ...... 1 Statement of the Problem ..... i Purpose of the Study [ 4 Significance of the Study 6 Review of Literature . 7 Assumptions of the Study 8 Limitations of the Study 9 Stages and Sources of the Study ........ 9 Definitions of Terms 10 II. THE WORLD CRISIS IN EDUCATION 13 Definition of Education. 13 Types of Education ............... 14 Coombs' "Crisis" in Education 17 Illich's "Deschooling" Vision 19 Freire's "Problem-Posing" Education. ...... 21 Summary 22 III. NONFORMAL EDUCATION: A RE-EMERGING THEORY AND BEYOND . 24 Nonformal Education: Context and Themes 24 Origins and Roots 24 Concepts and Definitions 26 Dimensions 29 Delivery Systems 31 Characterise cs and Strengths 43 Limitations and Criticisms 46 ix Nonformal Education and Development ’ ‘ 49 Meaning of Development ’ 49 Perspectives on Nonformal Education and Development * 50 Role of Nonformal Education 52 Models of Nonformal Education ’ 58 Strategies for Nonformal Education ! .! 64 Conclusion: A Theory of Nonformal Education in Korea 71 IV. NONFORMAL EDUCATION AND THE ROLE OF THE UNIVERSITY 79 The Meaning of Higher Education 79 Perspectives on Nonformal Education and the University 80 Traditional and Changing Roles of the University 83 University Participation in Nonformal Education: General Issues and Recommendations 89 Tensions that Impinge on University Participation in Nonformal Education . 92 Summary 95 V. LESSONS FROM UNIVERSITY PARTICIPATION IN NONFORMAL EDUCATION: CASE STUDIES 97 Introduction. ... ......... 97 Case 1: The Open University of the United Kingdom 98 Case 2: Continuing Higher Education in the United States of America 103 Case 3: National Institute for In-Service Training in Venezuela 108 Summary ........ 113 VI. PERSPECTIVES ON KOREAN UNIVERSITY PARTICIPATION IN NONFORMAL EDUCATION 116 Introduction. ..... 116 General Conditions of Education in Korea 117 General Setting 117 Education Development in a Historical Perspective 120 Nonformal Education and the Role of Korean Universities 128 Concepts of Nonformal Education: The Korean Context 128 Universities and Their Social Values in Korea 130 x The Role of Korean Universities in Nonforma 1 Education: Benefits and Resources Korean 131 University Participation in Non formal' Education 136 Academic Research Organizations ’ 136 Air and Correspondence College. ]’ .’ ' 138 Technical Open College 142 Nonformal Education Programs in Colleges and Universities 147 Summary Comments on the Current Status of' Nonformal Education Practice 151 Analysis of Historical Context to the Present 153 Issues and Problems to be Solved 160 Establishment of Nonformal Education Courses 160 Relationship Between the Community and the University 161 Curriculum and Andragogy 163 Coordination 166 Source of Income 166 Summary 167 VII. ASSESSMENT OF PLANNING CONSIDERATIONS FOR UNIVERSITY PARTICIPATION IN NONFORMAL EDUCATION IN KOREA 169 Introduction ..... 169 Methodology of Field Investigation: Nature of NAM 170 Application of NAM in Korea 177 Introduction 177 Preparation 178 Contract Negotiation. 179 Planning 180 Determining Who-What-Whom Concerns 180 Defining 182 Definition Reporting 187 Results and Assessment of NAM Needs and Their Use. 191 Summary 194 VIII. PLANNING CONSIDERATIONS FOR UNIVERSITY PARTICI PATI0N IN NONFORMAL EDUCATION: CONCLUSIONS AND RECOMMENDATIONS 196 Introduction . 196 Review of
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