농업마이스터대학 학습자의 참여동기 및 저해요인 분석 : 전북농업마이스터대학을 중심으로

다국어 초록 (Multilingual Abstract)

For Korean agriculture to have competency in the globalization trend, above all, outstanding agricultural meisters should be brought up. Because of this importance, our government has increased its budget related to agricultural education every year, and conducted various kinds of training/education on the public/private level to enhance farmers' professionalism. The effects of bringing up agricultural managers by means of agricultural education, however, has yet to be seen, and still many farmers hesitate in joining agricultural education programs.

Accordingly, this study targeting farmers attending Jeonbuk Agricultural Meister College researched/analyzed their motives for participating in agricultural education and participation inhibitors with the goal of raising the ratio of farmers' participation in agricultural education.

This study went through credibility test using Cronbach-ɑ coefficients, frequency analysis, t-test, One Way ANOVA, and post-event comparison (Schffe), whose results are as follow;
First, Jeonbuk Agricultural Meister College students' motives for participating in agricultural education was 3.80 while their participation inhibitors was 2.11, indicating that their motive for agricultural education is relatively stronger than similar studies while their participation inhibitors were low.
Second, the biggest motive for them to join agricultural education was to acquire agricultural knowledge and technologies. It would be helpful in inducing more to join the education if this be included/announced in their education curricula.
Third, situational factors among their inhibitors of joining agricultural education were 2.41, acting more greatly than the other inhibitors. First~third ranks out from the 15 questions on inhibitors were all related to situational factors, indicating situational factors play a big role as agricultural education participation inhibitors. Situational factors here eventually mean busy farming schedule, transportation convenience, education expenses and etc., so efforts to tackle these factors are necessary to enhance learners' participation in the curricula of Jeonbuk Agricultural Meister College.
Fourth, Jeonbuk Agricultural Meister College students' agricultural education participation inhibitors differed depending upon gender, age, academic career and agricultural career. According to gender, males were more influenced by situational factors, according to age, the older one was, the more one got influenced by psychological factors. The lower one's final academic career was, the more grip psychological inhibitors had, while the higher one's farming career was, the greater grip their psychological inhibitors had.
Situational inhibitors had more sensitive grip on Jeonbuk Agricultural Meister College students than institutional inhibitors and psychological inhibitors had more grip on them than situational ones.
Based upon this study, agricultural meister colleges should develop farming site-centered educational programs and open courses related to local items commercializing projects led by provincial governments, and explore ways to provide farmers with information on learning effects so that they may willingly participate in the curricula, having been encouraged by proven efficacy of agricultural education curricula offered by agricultural meister colleges.

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 연구 배경 1
• 제2절 연구 목적 및 방법 4
• 1. 연구 목적 4
• 2. 연구 방법 및 한계 4
• 제3절 선행연구 검토 6
• 1. 농업마이스터대학 관련 연구 6
• 2. 농업교육의 참여 동기 및 저해요인 연구 7
• 제2장 이론적 배경 10
• 제1절 농업인 교육의 의미 10
• 제2절 학습자의 교육 참여 동기 및 저해요인 12
• 1. 학습자의 교육 참여 동기 12
• 2. 학습자의 교육 참여 저해요인 13
• 제3장 농업마이스터대학의 현황과 문제점 15
• 제1절 농업인 교육 현황 15
• 제2절 농업마이스터대학의 운영실태 20
• 1. 농업마이스터대학의 목표 20
• 2. 농업마이스터대학의 운영 체계 23
• 3. 농업마이스터대학의 운영 현황 26
• 4. 전북농업마이스터대학의 운영실태 28
• 제3절 전북농업마이스터대학의 특징과 문제점 33
• 1. 전북농업마이스터대학의 특징 33
• 2. 전북농업마이스터대학의 문제점 38
• 제4장 연구 설계 및 결과 43
• 제1절 연구 설계 43
• 제2절 연구 대상 및 자료 분석 44
• 제3절 연구결과 49
• 1. 조사대상자의 특성 49
• 2. 전북농업마이스터대학 학습자의 교육참여 동기 52
• 3. 전북농업마이스터대학 학습자의 교육참여 저해요인 63
• 제5장 요약 및 결론 73