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Namyangju city

A. Problem Analysis

 1. What was the problem before the implementation of the initiative?
1) Problems of disparity in levels of education, culture, information services amongst residents depending on geographical location Namyangju city is located at the North-East corner of Kyunggi province. Because of its proximity to Seoul, as of 2013, more than 620,000 residents live in Namyangju. The physical property expands throughout 458㎢ and it is divided into 16 districts. Due to various mountains in its region, the actual residential areas are geographically separated into 6 different towns. Thus, there is a lack of centralized downtown atmosphere. Such disparity is also reflected in the lifelong learning opportunities for the residents. There are 63 lifelong learning institutions and its branches, but most of these institutions are located in the busy district downtowns and not so much in the smaller sub-districts of rural areas. Small towns and villages mainly have neighborhood resident’s centers. Thus, in view of the entire Namayangju city, there are great discrepancies in the availability of educational, cultural and information service opportunities and institutions. According to a survey conducted in 2011, 97% of the residents thought that lifelong learning could be great but only 27.5% of such residents actually participated in such learning programs. As reasons for non-participation, 34% of the residents claimed that distance was the barrier; 23% claimed that there was lack of information; and 17% claimed that there was no appealing program. The foregoing showed that accessibility problem needed to be resolved. 2) Problems of lack of community spirit and low domicile appreciation due to rapid increase in population and lack of communication opportunities among residents living in apartments The population in Namyangju increased by 52,000 during the last 3 years (2011–2013). In the year 2011, Namyangju’s population growth ranked #1 in the Kyunggi province. The reason for such rapid growth is owed to its easy accessibility to Seoul and neighboring cities while the housing costs are somewhat low, compared to Seoul. Thus, many residents prefer to reside in Namyangju, but work out of town. So, there is a low feeling of connectedness among the residents of Namyangju. Also, the country-wide social problems of interlayer noise, isolation, loneliness and lack of communication among the residents of co-residential dwellings are also prevalent in Namyangju. 72% of Namyangju residents reside in apartments and other co-residential buildings. So, the city began to recognize the need to build a sense of community among its residents. 3) Problems of lack of opportunity for resident participation and the need to seek out human talents, internally Namyangju shows weakness in local industry and economic structure, showing only 42% financial independence. For a city to prosper, extrinsic developments are important but also internal developments must be considered. Internal developments are made possible only through the residents of the community and the community spirit they build. However, there has been lack of efforts for local talent hunt and lack of opportunities for these local talents to participate in the growth of the city. Thus, there is a need to seek, develop and provide opportunities for these local talents.

B. Strategic Approach

 2. What was the solution?
Namyangju city has sought to improve the quality of life of its residents and cultivate local talents through lifelong learning programs, which will in turn raise the competitiveness of the city of Namyangju. Thus, in 2007, Namyangju adopted the Lifelong Learning Promotion Ordinance and founded Center for Lifelong Learning as the first step to develop an infrastructure to become a city of lifelong learning. In August 2010, Namyangju was the first city to institutionalize an administrative body of Lifelong Learning Institution. Learning Lighthouse Program as we call it, began from an idea from a lifelong learning expert, which now became a city-wide project which is building Namyangju to become a leading educational city. 1) Purpose of Learning Lighthouse There are five main goals behind starting a Learning Lighthouse. First is to build an infrastructure so that any resident can take the advantage of learning opportunity. Second is to promote resident’s development and seek local talents. Third is to promote communication among residents and encourage local participation to form community spirit. Fourth is to encourage the building of a new culture by promoting active participation from the residents. Fifth is to train citizen lecturers and learning managers and strategically appoint them at different Learning Lighthouse Programs, thus creating job opportunities. 2) What is Learning Lighthouse? Namyangu City adopted the ‘1.2.3 Lifelong Learning Infrastructure’ by overcoming the accessibility problem so that any resident can always take advantage of learning programs anywhere. What is ‘1.2.3 Lifelong Learning Infrastructure’? A structuralized learning infrastructure, in which, a Learning Lighthouse is situated within 10 minute walk from any home, Community Centers within 20 minute walk from any home, and a Library located within 30 minute walk from any home. There had been many community centers and libraries throughout Korea, of which 16 community centers and 9 libraries were situated in Namyangju. By setting up ‘Learning Lighthouses’ within 10 minutes from any home, we sought to resolve the imbalance in education, culture and information accessibility for the residents. These Learning Lighthouses made use of already available community centers in apartments, village centers, resident meeting rooms, libraries and elderly centers. 3) Step by Step Development Strategy for Learning Lighthouses As efforts to build ‘1.2.3 Lifelong Learning Infrastructure’, Namyangju seeks to build 100 Learning Lighthouses and build elementary, intermediate and advanced structured learning programs. In 2011, 10 Learning Lighthouses were set up as a starting point and by 2013, the numbers were expanded to 60, which we plan to expand to 100 by 2014. With 100 Learning Lighthouses, more than 1,000 lifelong learning programs will be offered to more than 15,000 residents. But the ultimate goal of Learning Lighthouses does not end with establishment and program operation of these Learning Lighthouses. Rather, through these Learning Lighthouses, Namyangju will move toward becoming a more energized city, embracing lifelong learning. As the first step, by 2014, we will secure physical, personnel and financial infrastructure to build and operate 100 Learning Lighthouses. As the second phase, we target the development of 300 learning communities which will be fully operational and self-sustainable learning structures operated by the residents. These learning communities will share its learnings with other local communities. As the third step, these 100 Learning Lighthouses will take the central role in forming the local community and learning villages. As the last step, a network between Learning Lighthouses will connect one village to another to build collaborative spirit and business models, so that the information learned and resources available can freely flow within the Lifelong Learning City of Namyangju.
 3. How did the initiative solve the problem and improve people’s lives?
1) Discovery and Recreation of Location In the past, Korea was focused on building facilities to provide community services. Also, many government projects focused on building brick and mortar hardware. However, Learning Lighthouse Programs re-discovered preexisting spaces for new uses. Rarely occupied elderly centers, and residents’ meeting rooms were reborn as Learning Lighthouses – a center of learning and communication among residents. 2) Learning Lighthouse will be made for and made by the residents City administration is often limited to a fixed formula and procedures. However, in operation of a Learning Lighthouse, the city sets out only the very minimum requirements and the rest is up to the residents to decide. Thus, the participants and programs are fluid, which can be molded differently depending on the village’s characteristics and needs. 3) Partnering with Local Residents as citizens participate as “Learning Manager” The key role of a Learning Manager is to act as a liaison between the village and the city administration. Currently, there are 48 Learning Managers in Namyangju. While it is difficult for the city administration to reach out to residents in remote areas, these Learning Managers meet and interact with local residents on regular basis. Also, Learning Managers also undergo a learning process.

C. Execution and Implementation

 4. In which ways is the initiative creative and innovative?
1) Setting up Learning Lighthouses based on residents’ consent Any apartment resident association that desires to start a Learning Lighthouse must submit the association’s consent, agreement to set up a Learning Lighthouse, consent to provide the venue and a program request form. The Learning Lighthouse consent form would specify details such as, the need for the Learning Lighthouse (i.e., expansion of lifelong learning opportunity for residents), the term, commitment to program (location, resident demands, support of volunteer small groups etc.), specifics of city’s supports (subsidize lecturer’s fee, appointment of support managers), Learning Lighthouses’ mandatory requirements (free location support, learning environment), take down of equipment, legal compliance, etc. Upon receipt of the application, the city administration carefully reviews the intent and reason behind each application, feasibility and validity of the requested program before designating the location as Learning Lighthouse to support the programs and appointment of Learning Managers. 2) Village Specific Programs Learning Lighthouse program preparations begin with the city’s Learning Manager gathering information alongside the relevant village’s Learning Lighthouse Preparation Committee (made up of representative of resident association, representative of village mother’s association, apartment manager, resident representatives, Learning Manager, etc.) regarding the demand of interested parties. Program adoption is based on the requests from the residents and the administration makes final section of the program from 4-5 available programs, depending on the Citizen Lecturer’s availability. Learning Lighthouse Programs established by the Learning Lighthouse Committee formed of citizen representatives typically relate to health and mind, culture and arts, liberal arts, and basic literacy education. Program target groups are set so that various age groups can all benefit from the Learning Lighthouse Program. Typically, 2 classes for the youth, 1 class for the elders and 2 classes for adults are set. Each Program typically operate 1 class per week for 2 hours, totaling at 12 classes (24 hours) per season and for each program, at least 10 students should sign up for the class to begin operation. 3) Solicitation of Students and Operation After the learning programs are finalized for the village, the Learning Lighthouse Committee runs its solicitation campaigns for the participants. This can be done by announcement broadcast by the management office, flyers and posters. Learning Lighthouse Program is operated by collaboration between the designated Learning Manager and the Learning Lighthouse Committee. The Learning Manager oversees the entire operation of the Learning Lighthouse Program by deciding on the lecturer for the program, location, materials for the classes, operation and management of classes. 4) Evaluation and Feedback Evaluation of any specific village’s Learning Lighthouse Program is done by surveys issued by the Lifelong Education Division of Namyangju City, taken from Learning Lighthouse Program’s participants, Citizen Lecturer and Learning Manager. Also, from 2011, each of the Learning Lighthouse made intermediate and final presentations of achievements to share success stories among one another and to encourage other Learning Lighthouses. Final evaluation is rendered based on such presentation and final discussions among participants.
 5. Who implemented the initiative and what is the size of the population affected by this initiative?
Learning Lighthouse operation is made possible by participation of various bodies, such as the village, Learning Manager, Citizen Lecturer, city administration, etc. First, each of the villages having interest in adopting the Learning Lighthouse program will formulate a committee of 6-10 persons as stated above. This Learning Lighthouse Committee gathers requests from residents, decide on the learning program and files application for such program operation to the city administration. Once the program is finalized, the Learning Lighthouse Committee actively promotes the program and encourages resident participation The Learning Lighthouse Committee continues to support the operation and management of the Learning Lighthouse Program. Second, there is the designated Learning Manager, who will communicate with the designated village to propose the Learning Lighthouse Program, liaise between the Citizen Lecturer, the class participants and the city administration. Learning Manager will handle the overall operation of the Learning Lighthouse Program by confirming lecturing dates with the lecturer, confirm location and preparatory materials. Learning Manager will deliver the operational and administrative rules to the village and the residents so that the Learning Lighthouse Program does not fall off-track. Third, the Citizen Lecturer operates the class, interacts and consults the participants and guides small groups. The Citizen Lecturer takes a key role in the failure or success of any Learning Lighthouse Program. Fourth, the city administration oversees the high-level management and operation of the Learning Lighthouse Programs. Most importantly, educating and designating capable Learning Managers is an important task. Through the Learning Managers, the Learning Lighthouse Programs are managed and coached. Separately, the administration will support and talk with the Learning Lighthouse Committee to have an open channel of communication to gather village’s requests, The administrative body also secures Citizen Lecturers to designate and send off to the Learning Lighthouse Programs to control quality of the programs.
 6. How was the strategy implemented and what resources were mobilized?
1) Development and Utilization of Local Talents Prior to the establishment of Learning Lighthouses, Namyangju City had been training “Lifelong Learning Managers” since 2009, so that together, with such citizen partners, we can dream a reality dream of building a lifelong learning city. By 2013, after 4 course completions, total of 167 of such managers were created. The courses comprised of introduction of the concept of lifelong learning, consultation of learners, program operations, learning network and small group learning. Among the graduates about 80 persons continue to actively participate as volunteers to lifelong learning programs and 48 have been assigned to Learning Lighthouses. There are various talent pools within the city. The difficulty was the lack of credible data to turn to and the lack of personal relationships with these talents. Namyangju continuously seeks out good talents on volunteer basis so that they can participate in the local governance and build relationship with their neighbor residents. Citizen Lecturers may have specialty in any one area, or have technical skills and experiences, which they can make full uses of at the Learning Lighthouse. Applications for Citizen Lecturers are accepted throughout the year on rolling basis and upon selection, they undergo basic training and are registered in the pool of our valuable personnel asset. 2) Recruitment of Lifelong Learning Professional As our efforts to build a Learning City, Namyangju recruited a Lifelong Learning Professional. Traditionally in Korea, since educational governance body is separately managed from the city administration, it had been difficult for the administrative body to plan any lifelong learning model. Thus, by recruiting an expert in lifelong learning to partner with our administrative officers, we were able to avoid unnecessary trial and error period. Rather, we were able to build a true synergy between professional expertise and administrative body. 3) Financial Resources In 2011, Namyangju invested KRW 100,000,000 to test operate a Learning Lighthouse. Then in 2012, we enlarged the sum to KRW 330,000,000 to operate 38 Learning Lighthouses and in 2013, KRW 462,000,000 for 60 Learning Lighthouses. 70% of such funds were paid out to the Citizen Lecturers.
 7. Who were the stakeholders involved in the design of the initiative and in its implementation?
Most successful outcome of Learning Lighthouses could be narrowed down to the below four items. First is the expansion of residents’ participation in lifelong learning. In 2012, 3,546 residents participated in the Learning Lighthouse Programs. In 2013, the participant number increased to 5,710. The survey conducted in 2011 showed that Namyangju citizens showed great interest in the Learning Lighthouse Program, amounting up to 155,536 persons, which is 27.5% of the city’s population. Second is the energy built from active communications within the villages. Modern cities suffer from lack of communication, nuclear families and individualism, where sense of community is hard to find and individuals suffer from loneliness. Through learning, the residents began to befriend their neighbors and build interest in the village’s well-being. In the survey conducted in 2012, when residents were asked what the role of a Learning Lighthouse should be, 49% answered a venue for learning opportunity and 27% answered a venue for communication amongst the residents and a starting point for recovery of sense of community. In fact, many of the participants meet outside the class for daily chats and lunches. They begin to talk about their family, children and share their difficulties for mental support and sharing of life’s wisdom. Third is the building of new jobs in learning and seeking out local talents. By forming a pool of Citizen Lecturers, residents with special talents are sought out, trained and driven back to the community to share their talents with their neighbors. 308 Citizen Lecturers are registered with the program in 2013 and among them, 250 taught at 633 Learning Lighthouse Programs for 5,710 participants. About 81% of the registered Citizen Lecturers participated in the Learning Lighthouse Program. As seen here, such active participation shows that learning opportunities are providing job opportunities to the local community. Fourth, the Learning Lighthouse is promoting communication between residents, between villages, and villages and city government are working together toward a common goal. Through Learning Lighthouses, citizen talents are discovered and underdeveloped local resources are discovered as valuable assets. Also, new culture of inter-village communication and cooperation is formed. Various participants of the Learning Lighthouse Program gain valuable experiences not only from learning but through experience and sharing to become even more valuable human asset in our city’s community.
 8. What were the most successful outputs and why was the initiative effective?
1) Secure feedback from Learning Lighthouse Managers Learning Managers visit Learning Lighthouse Programs and villages about 1,2 times a week to check any problems or material needs. Then, during the Learning Manager’s meeting held twice a month, such issues were reported to the city’s administration. During the meeting at the city hall, various case studies are shared and common problems are raised for discussion to find mutual solution and shared with other Learning Lighthouses. Also, 2 of the chief managers periodically visit various Learning Lighthouses to motivate and encourage the participants, Learning Managers and Citizen Lecturers. 2) Quality control by educating relevant parties As efforts to manage the quality control of the Citizen Lecturers, training retreats were held twice a year. Also, surveys were secured from participants to give feedback to the lecturers, so that each lecturer can reassess and upgrade their teaching style. The Learning Lighthouse Committee reported case studies on quarterly basis to share stories and learnings to act as village leaders. 3) Secure Quality and Quantity of Feedback after Learning Lighthouse Programs At the end of each Learning Lighthouse program, post-lecture surveys are collected. The survey asks for evaluation of the lecture and the lecturer as well as, the reason for class selection, its effectiveness and how the experience will be reflected on to encouraging other prospective participants, etc. Also, recommendations for future classes and other programs are gathered to better prepare us for the next session. 4) Develop Learning Lighthouse Program Manual to Provide Standard Operation Standards Learning Lighthouse Operation manual was developed from blank sheet. The contents include the definition of Learning Lighthouse, operational contents, program requirements and selection requirements, evaluation methods, roles and responsibilities of various personnel of Learning Lighthouse, standardized templates, etc. This standard can be applicable to any villages for any Learning Lighthouse operational purposes.
 9. What were the main obstacles encountered and how were they overcome?
1) Overcoming indifference and opposing views from village leaders through continuous persuasion. In 2011, prior to the launch of the first Learning Lighthouse, we went to 22 different villages to meet with the leaders to explain our vision and to persuade them to adopt this program. Among the 22, 12 of the villages outright rejected our program and turned cold shoulders. Their reason was that they did not want another “to-do-task” on their plates. Also, many of the leaders were thinking for themselves and not the residents, and jumping to a quick conclusion of “I don’t need any lessons.” Also, some villages thought that they did not want to freely rent out their private space to do city’s administrative tasks. As a result, we first test operated at 10 villages. After these test operations were proven successful, the residents began to spread the news by word of mouth and other locations began to show interest. Residents began asking the village leaders for the adoption of similar programs and as the requests became abundant, from 2012, we began the selection process for the next Learning Lighthouse Programs by application process. 2) Overcoming the overlap of certain programs within the Lifelong Learning Infrastructure There were some overlapping programs within the 1.2.3 Lifelong Learning Infrastructure –paid programs and Learning Lighthouse Programs. The solution was to set up Learning Lighthouse Programs in such a way that it does not overlap with other Lifelong Learning Programs we have in the city. Also, roles and responsibilities were adjusted within the 1.2.3 Lifelong Learning Infrastructure, so that the Learning Lighthouse Program would cover the introductory level of inducing interest in the lifelong learning programs of the citizens, and the resident association centers would handle more in-depth elementary and intermediate levels. Lastly, expert courses and other professional level learning programs will be handled by Lifelong Learning Center.

D. Impact and Sustainability

 10. What were the key benefits resulting from this initiative?
1) Expanding reach through satellite learning network Based on a survey taken from Learning Lighthouse Program participants in 2011 (1,121 people), these participants prefer to participate in classes near home due to child rearing commitments (65%, married females in the ages 30-40) and 68% of them said that the location was the most attractive aspect of the Learning Lighthouse Programs. Also, 56% of the participants responded that their inactivity during the last 1 year was due to lack of local learning institutions – 41%, child rearing – 13% and lack of information – 11%. As for the need to have a Learning Lighthouse Program, 96% stated that such programs are needed. As seen in this survey, the greatest value of Learning Lighthouses is that it is located within 10 minutes from any home. 2) Creation of Citizen Lecturers from 308 residents Ms. Jiyeon Lee, residing in Shindo New Braenew Apartment in Maseok, Hwado-up learned that she could make use of her skills while chatting with her neighbors. So, she signed up to be a Citizen Lecturer of home-fashion, teaching sewing and home decorations. Her class became one of the most popular classes, attracting young mothers from next villages. Ms. Lee is a very active and outgoing lecturer. There are total of 308 lecturers just like Ms. Lee and we are always looking for new lecturers. Also, 121 other lecturers volunteer through skill/time donation in our programs. 3) Breeding Learning Managers from Residents An important role of a Learning Managers is to connect the villages with the city government. Currently, there are 48 Learning Managers assigned to 60 villages. There are limitations for the city administration to reach out to every resident throughout the city. In our place, the Learning Manager reaches out to these residents, gathers their opinions and relays them back to the administration. In response, the city administration tells the Learning Manager the intent and direction of the city and supports the Learning Manager to find a reasonable and happy solution. In other words, the Learning Manger is the link between the two bodies. Lifelong Learning Managers have undergone various stages of maturity during the last 5 years of working with the city. At first, they began with a passive role of handling duties assigned to them. Then, they began to participate in the planning and execution of projects. Now, they take ownership of the location they are assigned to, in ways that they take the driver’s seat in deciding the destination and direction of the program. They also have lateral communication channel to share their experiences and build synergy with other Learning Managers. As the citizen of their respective villages, they take interest in their neighbors and became proactive citizens of Namyangju. 4) Creation of new Learning Lighthouse Model with Inter-Village Connectivity Villages began to change through Learning Lighthouse. Some villages that cannot meet the requirements of Learning Lighthouse Program began to hold their own classes and programs. For example, Jikdong Village, Hwado-up’s Learning Lighthouse is operated like the school for the elderly. After their first season’s program, the village’s mother’s association representative and the Citizen Lecturer took the elderly participants for a day-trip outing. Learning Lighthouse of Namyang-I Apartment in Donong-dong worked on a joint project to build a botanical garden in the village. Also, five (5) Learning Lighthouses in Hopyung-dong regularly gather together to discuss a joint project. In villages where there are many kids, youth focused programs are operated and in remote villages, music programs are operated since noise does not pose any problem to other neighbors. In villages with sufficient space, sports programs such as stretching lessens are taught. Residents meet other residents and villages meet other villages through this collaborative spirit of Learning Lighthouses.
 11. Did the initiative improve integrity and/or accountability in public service? (If applicable)
1) Lifelong Learning Structure for the people, by the people and from the people at the village level Learning Lighthouses were built on the already-existing structure within any village, at the request of the village residents, by assigning local Learning Managers to operate and Citizen Lecturers to share their expertise to the residents. The city administration provides the general guidelines through the Operations Manual, but the rest is really up to the residents to decide and expand. By allowing the residents to take a proactive role, the Learning Lighthouse Programs are made to suit the demand of the local village, which leads to more participation, which in turn leads to volunteers and proactive citizens. 2) Two-way model between administration and residents Until now, many of the city government’s businesses were based on top-down model of supporting local bodies based on their needs. However, the Learning Lighthouse model allows multi-channel communication between the administration, residents and the village governance. Residents are not perceived as simple target participants, but they take vital role of proactive makers, who will in return give back to the community, thus building an upward spiral motion of creating a lasting new culture. 3) Expanding inter-resident communication in the era where individualism is a social problem Learning opportunity brought residents together to a single venue where people shared ideas and worked on solutions to decide on what is best for everyone. By providing such opportunities to the residents, residents were able to open up to others and expand their network. For example, at the very onset, the village residents meet to discuss the possibility of setting up a Learning Lighthouse, then hold ceremonies and celebration of Learning Lighthouse establishment which then expand on to holding flea markets and other activities. Once given the initial opportunity, residents became more and more active in finding clever ideas to discuss and solve communal problems. 4) Best case scenario is not a special case scenario, but it is applicable to all cities. Learning Lighthouse began as Namyangju city’s creative idea, but many other local governments throughout Korea look to this program. Since 2011, 40 different local governments visited Namyangju to benchmark the operation of this program. Other cities recognize that this is a valid model that can make use of stale resources and utilize human resources readily available in their own cities. 5) Role Model for national project of “Happy Learning Center” and Recipient of the 10th Korean Lifelong Learning Award Learning Lighthouse was the recipient of the Korean Lifelong Learning Award (2013. 11. 17, given by the Korean Ministry of Education). The award was based on the creativity, effect on the lives of citizens, social benefits, effectiveness and creation of values. Furthermore, Learning Lighthouse became the role model for the national government’s #72 project of “Happy Learning Center” in 2014. As of 2013, there are 15 local test operations funded by the Korean government and this program will expand at the national level in the next year to come.
 12. Were special measures put in place to ensure that the initiative benefits women and girls and improves the situation of the poorest and most vulnerable? (If applicable)
Learning Lighthouse is by no means a finished model. There are outstanding issues to resolve. First is the limitation of Learning Lighthouse Programs. We can only limit the programs to general hobbies or commercial programs offered by other private and public institutions. Based on our motto of anyone can learn and anyone can teach, we need to find programs that can be created and operated by the residents, specific to the village’s needs. Second, we need to raise awareness and help in molding the maturity level of the Learning Manager and the village leaders. Depending on the village leader’s influence, the Learning Lighthouse Program can succeed or fail. The issue is not how quickly or how slowly these Learning Lighthouses are prospering. But we want the Learning Lighthouse to be the initiator of a positive domino effect, in that we want to provide the best information and culture to the residents. Third, in order to have continuity, we need to continuously update and adapt the system. Currently, the administration provides certain funds and manpower to keep the Learning Lighthouse in operation. But in the future, we need to find a solution so that the more mature Learning Lighthouses can be self-sustainable. Some alternative solutions are collaborative associations. Based on the Learning Lighthouse, villages should be able to adopt a lucrative village business or other forms of collaborative associations. Learning Lighthouse of Namyangju began from the view that we needed to delve into the systematical model of local governance and ambiance, rather than pushing lifelong learning models on to people who may or may not have interest. However, we fear that this model would not be everlasting. We need to figure out a way to sustain as well as evolve the model. Evolution is a key to survival on this earth and the same analogy would be applicable to systems as well. In the future, these Learning Lighthouses may act as the core of lifelong learning and by collaborative inter-village and city government network, they can function as a mini-City Hall. Alternatively, these centers can act as a fuel to build culture, arts and sciences in the minds of the residents. We take great pleasure in imagining the future these Learning Lighthouses will bring to Namyangju and how it would function as a true “Lighthouse” for our future and dreams.

Contact Information

Institution Name:   Namyangju city
Institution Type:   Government Agency  
Contact Person:   Jongsun Kim
Title:   Chife of Lifelonglearning Center  
Telephone/ Fax:   82-31-590-4498/
Institution's / Project's Website:  
E-mail:   timekjs@korea.kr  
Address:   522 Gyeongchun-ro
Postal Code:   472-702
City:   Namyangju
State/Province:   Kyunggi
Country:  

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