평생교육 기회제공체제의 진단을 위한 준거 = A Framework for Assessment of Lifelong Education Opportunity System

국문 초록 (Abstract)

이 연구는 평생교육 기회제공체제를 진단하기 위한 준거 틀을 개발하고, 그 준거에 기초하여 현행 평생교육 기회제공체재를 진단하며, 향후 과제를 제시하는 데에 목척이 있다.
현재 평생교육은 집단간 매우 상이한 기회를 갖는 것으로 보고되고 있고, 이는 학력별, 연령별, 지역별, 성별 등에서 두드러진 차이를 나타대고 있다 . 그러나 이러한 기회제공의 현실을 진단하는 준거는 단순한 집단간 교육기회 접근의 관점만이 아니라, 내용적 측면에서 수준별 종합 적 지식체계의 과정을 반영한 합리성의 측면, 또 교육의 결과에서 삶의 질 향상과 삶의 현장성 을 반영한 지역사회 민감성의 세 가지 준거 틀에서 진단할 것을 제시하였다. 그동안 기회제공체제는 어느 정도 성과를 거둔 것으로 나타났고, 학점은행제, 독학사 학위, 학습휴가 동의 재도는 교육기회확대에 기여한 바 있으나, 저학력집단을 위한 평생교육기회는 매우 미흡하며, 교육 내 용에 있어서도 종합적인 지식체계를 반영하고 있지 못한 것으로 분석 결과 나타났다. 지역사회 민감성면에서도 프로그램이 미흡하여 사회문화환경 향상에 기여하지 못하였으므로 이러한 측면 얘서의 준거 틀을 개발함이 필요함을 제시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop an assessing framework for lifelong education opportunity system. From the view point of the framework, I evaluated the current lifelong education system and suggested future directions and tasks in order to fulfill the needs of providing equal and excellent lifelong education. Research studies report that the current lifelong education shows many unequal features and problems by providing unequal educational opportunities among different age groups, gender groups, age groups, and residential groups.
The methods of this study are literature review and analysis of documents and statistics of lifelong education participation. As a result of the analysis, several problems were identified in terms of lifelong education opportunity system I suggested a framework which includes three different aspects in evaluating lifelong education opportunity system Those are equal accessibility, content rationality, and communal sensitivity.
First, in assessing the lifelong educational opportunities, the methods used in the past, that is measuring accessibility to lifelong education programs, focused on equal accessibility to education programs. However it is not sufficient with only this criterion. What kind of programs the learners are able to access? What type of learners has interest to those programs? Second, from a rational perspective, I would argue that rather than providing an equal opportunity to all learners of various groups, different type of diverse programs and contents are necessary to deal with the essence of total knowledge structure. Third, communal sensitivity should be counted in lifelong education programs. Lifelong education pursues the quality of individual life and also community development. From the international perspective, it is a big problem that educational policies do not pay much attention to the basic quality of community life, such as legal mind and citizenship, while the policy is focused on individual development. The credit bank system contributed to expand higher educational opportunities. However, still the lowest educational background people, which. are any degree non-holders from elementary or secondary schools, are troubling in getting access to lifelong educational opportunity. Further studies are needed to implement lifelong education support to improve accessibility to the basic adult education opportunities and to improve in developing quality contents and communal sensitivity.

목차 (Table of Contents)

• 요약
• Ⅰ. 시작하는 말
• Ⅱ. 교육기회제공체제 진단의 토대
• Ⅲ. 평생교육 기회제공 체제의 진단
• Ⅳ. 기회제공체제의 진단 준거 개발 방향
• Ⅴ. 맺는 말
• 참고문헌
• Abstract