Earticle

This study was designed to analyze how the Lifelong Education Law was acted as an important part of education reform in Korea within the framework of Systems Analysis, which is an analytical scheme developed by David Easton. Following the analytical framework of systems analysis the aspects of the environment, demands, support, political system, output, implementation, outcome and new inputs of the Lifelong Education Law in Korea was provided in order. Leading the conclusion that the analytical framework of the Lifelong Education Law in terms of the Systems Analysis will be is basically cyclical, it has shown that the political, educational, social, and economic development along with the prosperity of lifelong education functioned as stresses which generated demands for the transition from the old adult and continuing education system to the new lifelong education structure and also the replacement of the old adult and continuing education law with a new lifelong learning law. These demands were converted into the input, that is, the necessity of a new lifelong learning law with the support of several governmental activities. Through the political system starting from the trial research by the task force team of the Presidential Commission on Education Reform to the passage of the Law at the National Assembly, the input converted to the output, that is, the Lifelong Education Law. The Law, during the process of implementation, brought some positive effects and a need to alter. These impacts would generate new set of inputs with the form of a revised bill to the legislature, which would possibly form the new political system in the next cycle for the framework of the systems model.