Paid educational leave and self-directed learning: Implications for legislation on the learning leave scheme in South Korea

Abstract

Purpose

The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea.

Design/methodology/approach

The research method of the study is a literature review. Articles were identified through a keyword search from major academic databases. The literature search covers the time period of 1960-2012.

Findings

This paper shows that enacting PEL is a social policy that benefits to both employers and workers because it reduces training costs, eliminates educational barriers for employees and enhances opportunities to develop skills and competencies.

Research limitations/implications

This study contributes to research by exploring the crucial role of PEL based on the Person-Process-Context model for SDL. It also examines the relationship between SDL and PEL in the workplace learning.

Practical implications

This study provides a rationale to legislate PEL as a right of workers. Through an appropriate revision of the Lifelong Education Act, the right of workers to receive the PEL benefit should be legally adopted to promote workers’ SDL in South Korea.

Originality/value

This paper provides theoretical and practical evidence for institutionalizing PEL in South Korea. It suggests the passage of PEL legislation because it is beneficial to all stakeholders.

Citation

Oh, J.R., Park, C.H. and Jo, S.J. (2016), "Paid educational leave and self-directed learning: Implications for legislation on the learning leave scheme in South Korea", European Journal of Training and Development, Vol. 40 No. 3, pp. 191-206. https://doi.org/10.1108/EJTD-07-2015-0055