한국 평생교육정책의 성인학습목적 구현에 대한 연구 = A Study on Achieving Adult Learning Goals of Lifelong Education Policies in Korea

다국어 초록 (Multilingual Abstract)

This study explores the level of contribution of lifelong education policies on achieving adult learning goals in Korea as follows:
First, it investigates how much lifelong education policies contribute to citizens' needs for lifelong learning.
Second, it investigates how well adult learners and lifelong educators recognize the level of attainment in which adult learning goals are achieved by each Korean lifelong education policy.
Third, it investigates the level of attainment in which adult learning goals are achieved by each Korean lifelong education policy based on each adult learner's background.
Fourth, it explores which polices are to be first implemented among various lifelong education policies and which goals are to be first considered among different adult learning goals.
For the theoretical background of this study, the international lifelong learning trends in UNESCO, OECD, EU, USA, England, Japan, and Australia are analyzed, and adult learning goals for pursing lifelong education Policies are explored.
Both qualitative and quantitative methods are used for this research. The qualitative method includes literature reviews, in-depth interviews, phone interviews, while the quantitative method like questionnaire survey is used to analyze the adult learners' and educators' needs. The questionnaire survey is analyzed using descriptive statistics, T-test, and one-way ANOVA.
The results of this study are as follows:
First, Korean lifelong learning policies need to be implemented vertically from the central government on down and horizontally through close cooperation between local and regional agencies in order to embed lifelong learning throughout the whole lives of people.
Second, adult learners consider that literacy education and university lifelong education among different lifelong education policies as variables which only contribute to their needs.
Third, lifelong educators recognize that lifelong education policies contribute to the attainment of adult learning goals but the adult learners do not so. Lifelong educators also recognize that university lifelong education, education for neglected classes, credit bank system, lifelong learning cities, and cyber lifelong education among different lifelong education policies contribute to the attainment of adult learning goals while the adult learners recognize that university lifelong education only contribute to the attainment of adult learning goals.
Fourth, the level of contribution of lifelong education policies on achieving the goals of adult learning is differently recognized by each adult learner. The level of contribution of lifelong education policies on achieving adult learning goals and literacy education result in the differences as follows:
(1) The differential level of the adult learners' participation results in the differences in university lifelong education, credit bank system, lifelong learning cities, cyber lifelong education, and Lifelong Education Volunteer Corps.
(2) The different residential areas of the adult learners result in the differences in lifelong learning cities and lifelong learning festival.
(3) The sex differences of the adult learners result in the differences in credit bank system.
(4) The differential level of job participation of the adult learners results in the differences in cyber lifelong education, university lifelong education, and credit bank system.
(5) The age differences of the adult learners result in the differences in literacy education, university lifelong education, and credit bank system.
Lastly, some lifelong education polices pursue the goals like literacy education, lifelong learning account system, credit bank system, lifelong learning cities, cyber lifelong education, lifelong learning festival, and Lifelong Education Volunteer Corps. These considerable elements for pursuing adult learning goals guide the adult learners to boost self actualization, social inclusion, human resources, and employers' ability in order.
Focusing on the above findings of this study, these are the following implications for developing the directions for pursing Korea lifelong education policies.
The government and municipalities must establish a lifelong learning system and prepare for practical strategies that can activate the system in order for building the regional lifelong learning communities. A national strategy for social cohesion must be accomplished through lifelong learning. Thus, lifelong learning should be recognized as a key strategy in building a national safety net and increasing social investment. Moreover, the immediate future will call for more creative humans. Therefore, flexible lifelong learning systems need to be established in order to foster a learning environment at work places. In this growing global marketplace, national competitiveness must be raised through lifelong learning. Therefore, the strategies for increasing participation in vocational education as well as increasing private sector investment in education are needed. Finally, an active global network should be created in order to establish an internationally applicable and adaptable institutional accreditation system.

목차 (Table of Contents)

• 표목차 ⅰ
• 그림목차 ⅳ
• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구문제 및 내용 3
• Ⅱ . 이론적 배경 5
• 1. 평생교육정책의 의미와 목적 5
• 가. 평생교육정책의 의미 5
• 나. 성인학습의 구현목적 6
• 2. 평생교육정책의 국내외 동향 12
• 가. 한국평생교육정책의 역사적 배경과 법적기반 12
• 나. 외국의 평생교육정책 동향 19
• 3. 주요 평생교육정책 29
• 가. 평생교육기반 30
• 나. 기초교육수준 39
• 다. 고등교육수준 47
• 라. 평생학습 문화확산 56
• 4. 선행연구 62
• Ⅲ. 연구방법 65
• 1. 연구설계 65
• 2. 연구대상 66
• 3. 연구방법 69
• 4. 자료처리 72
• Ⅳ. 연구결과 및 해석 73
• 1. 평생교육정책의 참여자의 학습요구 기여도 73
• 2. 평생교육정책에 대한 학습자와 관계자의 성인학습목적 인식비교 75
• 3. 관계자와 학습자의 배경특성에 의한 성인학습 목적의 인식 83
• 4. 향후 중점추진 평생교육정책과 성인학습목적의 인식 101
• Ⅴ. 논의 103
• 1. 평생교육정책 참여자의 학습요구 기여도 103
• 2. 학습자와 관계자의 평생교육정책별 성인학습목적의 인식 비교 105
• 3. 관계자와 학습자의 배경특성에 의한 평생교육정책별 성인학습목적의 인식 109
• 4. 평생교육정책의 발전방안 112
• Ⅵ. 요약 및 결론 114
• 1. 요약 114
• 2. 결론 119
• 참고문헌 123
• 부록(설문지) 128
• ABSTRACT 136