평생학습도시의 평생교육체제 분석

임영희 전북대학교 대학원 2005 국내석사

빠르게 변화하는 현대사회에서 지식의 평균수명이 짧아짐에 따라, 새로운 지식에 대한 지속적인 습득이 중요해지게 되었다. 그래서 현대의 교육은 정규학교체제에서 평생교육체제로 이동하고 있다. 이러한 평생교육체제의 일환으로 나타난 것이 평생학습도시사업이다. 그것은 총체적 도시 재구조화 운동이자 지역사회의 모든 교육자원을 기관간, 지역사회간, 국가간에 공유함으로써 네트워킹 학습공동체를 형성하려는 지역시민에 의한, 지역시민을 위한, 지역시민의 지역사회 교육운동이라고 할 수 있다. 이러한 평생학습도시사업을 체계적으로 추진하고 있는 여러 도시들, 예를 들어, 일본의 ‘카케가와’시와 ‘찌노’시, 영국의 ‘Norwich’시, 독일의 ‘Jena'시, 그리고 오스트레일리아의 ’Bendigo‘시들을 고찰하였는데, 이들 평생학습도시에서는 도시 전체의 산업을 활성화하기 위한 교육 및 인적자원개발에 집중하고 있다. 또한 본 연구에서는 현재 한국에 소재하는 19개 평생학습도시를 대상으로 평생학습도시체제에 대한 일정한 분석틀을 기준으로 하여 도시별 사업추진체제를 요소별로 분석하였다. 그리고, 그것이 시사하는 점과 제시된 개선점을 토대로 향후 평생교육체제의 발전방향을 제시하였다. 가장 큰 문제점으로 드러난 것은 평생교육체제의 미비로 인해 평생학습도시사업이 도시 전체 사업구조에서 체계적 조직과 인력을 확보하지 못하고 지역주민에게 관심도 유발하지 못한다는 것이다. 따라서 본 연구는 지역주민과 업무추진자들의 평생학습도시에 대한 명확한 개념 정리와 이해를 높임으로써 도시 전체의 관심을 이끌어낼 수 있는 체제를 제시하고자 하며, 평생학습체제의 핵심내용이 전문영역의 독립화와 파트너쉽이라는 것을 강조하고자 한다. 본 연구에서는 평생학습도시의 평생교육체제를 분석하는데 있어서 크게 이념과 비전, 사업내용 그리고 추진체제를 주요 분석요소로 삼고 각 도시별 현황을 분석해 보았다. 평생학습도시의 이념과 비전 설정은 추진체제 및 추진사업의 향방을 결정하기 때문에 전반적인 평생학습 도시사업의 성패는 이념과 비전의 올바른 설정에 달려있다고 해도 과언이 아니다. 본 연구에서는 이렇게 분석한 내용을 토대로 하여 향후 평생학습도시의 발전적 모형을 이념과 비전 설정, 사업내용, 추진체제의 구축으로 나누고 각각의 발전모델을 제시한다. As average life expectancy of knowledge has shortened in the contemporary society which is changing swiftly, continuous acquisition of new knowledges has been important. So, contemporary education is moving from formal schooling system to system of lifelong education. Project of lifelong learning city forms a part of this system of lifelong education. It is the educational movement of community which is by, for, and of local citizen for building a networked learning community through sharing all the educational resources of community among organizations, communities, and nations, as well as the movement of restructuring cities totally. Many cities were studied which have performed the project of lifelong learning city systematically. The examples of that kind of city are as follows: 'Kakegawa' city and 'Zino' city of Japan, 'Norwich' city of England, 'Jena' city of Deutschland, and 'Bendigo' city of Australia. These lifelong learning cities are focused on the education and human resources development so as to activating industries of entire city. Also, this study analysed the system of project performance of each city by factors on the basis of regular analytic standard on the system of lifelong learning city for the 19 lifelong learning cities in Korea presently. And future developmental plan of system of lifelong education was suggested on the basis of its suggestions and improvements. Big problem is that insufficiency of system of lifelong education causes the project of lifelong learning city not to acquire systematic organization and manpower in the business structure of entire city and can't rouse interests of local residents. Therefore, this study is intended to suggest the system of rousing interests of entire city by promoting clear concepts and comprehension about lifelong learning city for local residents and administrators. Also, it is intended to emphasize that core matter is the autonomization and partnership of professional domain. In the analysis of the system of lifelong education of lifelong learning city, this study considered doctrine, vision, contents of project, and system of performance as primary analytic factors and analyzed the present conditions of each city. As establishment of doctrine and vision of lifelong learning city decides the direction of the system of performance and project, it is not too much to say that the success and failure of entire project of lifelong learning city depends on appropriate establishment of doctrine and vision. On the basis of this analysis, this study divides the future developmental model of lifelong learning city into (1) establishment of doctrine and vision, (2) contents of project, and (3) construction of system of performance, and suggests each developmental model.

한국 대학의 평생교육체제 개편 사례에 관한 연구

전영환 원광대학교 대학원 2024 국내박사

고령화사회의 노인평생교육체제 연구

윤성빈 단국대학교 2001 국내박사

앞으로의 노인평생교육은 고령화사회를 살아가는 노인들로 하여금 사회적응력을 향상시켜 주고, 삶의 보람을 찾도록 하는 데 평생교육 활동으로서의 중요성이 크지만, 지원체계가 제대로 갖추어지지 못하여 소기의 성과를 충분히 달성하지 못하고 있으므로, 본 연구에서는 앞으로의 구체적인 방안과 고령화사회에서 노인평생교육을 더욱 활성화할 수 있는 노인평생교육체제의 발전 방향을 탐색하기 위한 목적으로 연구를 추진하였다. 이러한 연구 목적을 달성하기 위하여 본 연구에서는 주로 문헌분석 방법을 사용하였으며 다음과 같은 네 가지 사항을 연구 내용으로 설정하였다. 첫째, 고령화사회로의 변화 추이를 외국과 국내로 구분하여 분석하고 노인학습자의 특성, 노인평생교육의 목적과 원리, 노인평생교육의 발전과정 등을 이론적으로 고찰하였다. 둘째, 노인평생교육의 이념과 목적, 교육프로그램, 교육정책 및 제도, 교육기관 및 시설, 행·재정적 지원체제 등, 노인평생교육 체제의 하위 요인별로 우리나라 노인평생교육체제의 현황과 문제점을 분석진단 하였다. 셋째, 일본, 미국, 영국, 스웨덴 등 주요 선진국의 노인평생교육체제를 비교 고찰하였다. 넷째, 우리나라 고령화 추세에 부응하는 노인평생교육체제 발전 방향 및 구체적인 방안을 교육이념과 목적, 교육프로그램, 교육정책 및 제도, 교육기관 및 시설, 교육 행·재정적 지원 등의 다섯 가지 측면에서 제시하였다. 본 연구를 통하여 탐색, 제시된 노인평생교육체제의 발전 방향과 구체적인 방안은 다음과 같다. 첫째, 교육이념과 목적 측면에서, 21세기 사회변화 상황에 알맞는 노인평생교육이념은 인본주의적 노인평생교육철학에 기초를 두어야 할 것이다. 둘째, 교육프로그램 측면에서, 지역이나 대상노인의 특성을 고려한 교육내용 선정이 되어야 할 것이며 교육프로그램의 체계화, 교육프로그램간의 연계성 강화, 교육프로그램의 다양화, 교육프로그램 운영의 내실화가 시급히 요청된다. 셋째, 교육정책 및 제도 측면에서, 노인평생교육을 위한 정책목표를 노년기의 삶의 질 향상을 지원하기 위해서는 노인평생교육의 기회확대, 고령인구의 자원화, 노인교육지도자 및 전문가 양성, 노인교육교재 및 프로그램 개발, 노인교육시설의 현대화 및 전문화 등이 필요하다. 교육 제도적인 측면에서는 평생교육법과 노인복지법의 개선이 요구된다. 넷째, 교육기관 및 시설 측면에서, 향후 노인평생교육기관은 체계적이면서 자주적인 조직이 되어야 한다는 원칙을 토대로 21세기형 노인평생교육기관 모델이 설정되어야 할 것이며, 각종 노인평생교육 프로그램을 하나의 지역사회를 중심으로 네트워킹함으로써 지역사회 중심의 노인평생교육의 체계화가 필요하다. 다섯째, 교육 행·재정적 지원 측면에서, 노인평생교육행정이 사회의 모든 교육기능을 유기적으로 연계시키고 관계되는 교육기능들을 종합적으로 정비, 제공하는 통합행정을 목표로 일반행정이나 관련행정을 통합하는 노인평생교육체제 구축이 요청된다. 또한 효율적인 노인평생교육체제 실현을 위한 재정적 투자가 필요하다. Even though future old-age lifelong education has its great importance as lifelong educational activity in allowing old people to improve social adaptation and seek the worth of their life in the aging society, it fails to achieve a desired outcome due to the absence of the proper provision of the support system. Therefore, this study was intended to explore the specific plan and direction for development of the old-age lifelong educational system able to activate old-age lifelong education in the aging society. To attain this goal, this study used the literature review as the research method and set the following study issues: First, this study attempted to analyze the tendency to shift to the aging society by dividing it into the domestic case and the foreign case. And it made an investigation into the characteristics of old learners, the purpose and principle of old-age lifelong education and the process of its development. problem of the Korean old-age lifelong educational system in relation to its sub-factors such as the ideology and purpose of old-age lifelong education, its educational programs, its educational policy and system, its educational facilities and equipment, and its administrative and financial support system. Third, it attempted to make a comparative investigation into the old-age lifelong educational system in principal advanced countries such as Japan, the United States, the United Kingdom, Sweden and the like. Fourth, it presented the direction and specific plan for development of the age-old lifelong educational system corresponding to the trend of Korean society to become a aging society in terms of such five factors as the ideology and purpose of old-age lifelong education, its educational programs, its educational policy and system, its educational facilities and equipment, and its administrative and financial support System. Based on the study results, an attempt was made to present the following direction and specific plan for development of the old-age lifelong educational system: First, the ideology of old-age lifelong education suited to the situation of social changes in the 21th century should be based on the humanistic philosophy of old-age lifelong education in terms of its educational ideology and purpose. Second, it is necessary to select the educational content of old-age lifelong education that takes into consideration the local characteristics and the characteristics of target old population in terms of its educational programs. And it is urgently necessary to systematize educational programs, reinforce the linkage between educational programs, diversify its educational programs and internalize the operation of its educational programs. Third, there is a need to provide support for the quality of life in old age, the objective of policy for old-age lifelong education in terms of educational policy. For this purpose, it is necessary to expand the opportunity of old-age lifelong education, translate the old population into human resources, train and educate the directors and specialists for old-age lifelong education, develop the texts and programs for old-age lifelong education, modernize and specialize the old-age lifelong educational facility and the like. It is necessary to improve the lifelong educational law and the old-age welfare law in terms of educational system. Fourth, the old-age lifelong educational institution model tailored to the 21th century should be set based on the principle that the future old-age lifelong educational institution should be a systematic and autonomous organization in terms of educational institutions and facilities. It is necessary to systematize community-centered old-age lifelong education by networking all sorts of old-age lifelong educational programs revolving around one local community in the center. Fifth, in terms of educational administrative and financial support, old-age lifelong educational administration is required to construct the old-age lifelong educational system of integrating general administration and related administration with an aim of integrated administration to make an organic linkage of all educational functions in society and comprehensively reorganize and provide related educational functions. Financial investment is desperately needed to realize the efficient old-age lifelong educational system.

한국과 중국 대학교의 평생교육체제 비교연구

반효비 조선대학교 2010 국내석사

The modern society in 21st century is a globalized, informative, un-stop changing society. As time goes by, people as an individual beings, can not live just by formal education. Besides, in the informative society, many information, knowledge and technology needed keeping studied and used after the colleague government. As long as the development of times, Chinese government which is a developing country will achieve lifelong education academic system around 2010. The university which is creating and spreading knowledge will play the leading role and be the example on the process of lifelong education system. The complete university lifelong education system will be the significant foundation of country’s lifelong education system. The Chinese university lifelong education system , especially the founding of university lifelong education system has achieved the practiced efforts. Korea, as the neighbor of china, has taken many experience from western countries and has many similar factors in both society and cultural area with china. So it is much more a compared and reference country than some other western country. The policy of Korea lifelong education system or university lifelong education system especially the successfully experience will affect a lot for Chinese lifelong education system and university lifelong education system. Meanwhile, some problems occurred in Korea university students lifelong education is an vivid example for setting and developing the lifelong education system for china, it has great enlightenment for the displaying of china’s lifelong education system. The comparison of Korea & Chinese lifelong education system, is based on the university lifelong education system, which is researching its necessity and association. From the analysis of Korea university lifelong education and Chinese university lifelong education will inspire Chinese people to find the solution and direction of Chinese university lifelong education.

韓國과 日本의 平生敎育體制 比較

이정연 東國大學校 大學院 1999 국내석사

This study tried to explore the implications to construct the system of lifelong education for realizing the ideology of Lifelong Education. This study analyzed and compared the systems of Lifelong Education between Korea and Japan, based on their social and economical backgrounds of the ideology of Lifelong Education. Reviewing administrative systems, facilities, leaderships and legislative basis of Lifelong Education. I also tried to compare and analyze the factors of similarity and difference of the two countries, based on their social and economical background. The results of comparison on this study are as followings; 1) Though the law of lifelong education was enacted in Korea and Japan with the idea to guarantee all the people's learning in lifelong. In Japan, however, on the system of practical law, it newly enacted the law of lifelong learning on the same label of its education law. On the other hand, in Korea, its law of lifelong education merely renovated existed social education law, not for the role of education law but for the role to correspond to school education law. On the hierarchy of law, Japanese law to progress lifelong learning got same position with its education law, but Korean one under the law of education is on same level of school education law. 2) On the administrative organization of lifelong education, the both of countries recently renovated the board of social education into the board of lifelong education. But the board of lifelong learning got its top position in the ministry of education in Japan and took its power to plan and coordinate the policy for lifelong learning related to the progress of school education, social education, and culture. It prepared chances to transform educational system centered school education into the system of lifelong learning in Japan. On the other hand, nothing happened to the board of lifelong education in Korea because only its taking over the responsibility of the board of social and, international education in the past. In resent there was a movement to reform the system of local educational administration in Japan, establishing 'the council to progress lifelong education' at each level of local districts. In Korea, however, there isn't any movement to renovate local educational administration. 3) On the facilities of lifelong education, Japan, establishing 'the house for the public' and 'the facilities of the public social education' at the level of local districts, come to give the residents in the community a satisfaction with various learning activities. In resent, it is establishing the center of lifelong learning in individual communities: Based on it, various institutions and facilities, related to lifelong learning, develop to construct a network. Compared to it, Korea' experiences lack of the public facilities of social education, and the planning to establish the center of lifelong education like Japan is merely an idea. 4) Considered to characteristics of lifelong education, the extend of leadership in lifelong education can be said to be great. But Korea is also lack of studies and discussions about leaders in lifelong education and the understanding of educational leadership. In Japan, however, the issue about leadership in lifelong education came to be a hot issue. In Japan, leadership in lifelong education means - that it involves persons who get a certification' on lifelong education, individuals who don't have any certification but experiences about lifelong education indirectly, and volunteers who helps' people's activity to learn, etc. Compared to Japan, Korea only changes its name from 'the institution for the professionals of social education' to 'workers for lifelong learning'. Thus, it can be said that Korea is under the situation of not having any chances to discuss seriously about the notion and type of workers in lifelong education. By the way, there is big differences between the systems of lifelong education of the two countries, especially in law, administrative organization, facilities, and leadership. It may be derived from the fact that the two countries has difference in notions. World War Ⅱ, for instance, Japan enacted social education law after enacting its education law. But Japan had its social education developed simultaneously with its school education, making effort to reinforce administrative basis of social education. In middle of 1960's, the ideology of lifelong education came into Japan. 'Integration', the key ideology of lifelong education, has played as education ideology, implicating all of educational activities in Japan. It appeared to be directly applied to the system of progressing lifelong education. Based on the system of education largely left by Japan World War Ⅱ, Korea, not getting any chance to establish its identity, has developed its education system mixing the systems of America and Japan. This phenomena is also appeared in the system of lifelong education; the term, notion, and system have been influenced by Japanese one, and in the process of its settlement, Korea was influenced by the notion of American adult education. In dimension of its system, lifelong education in Korea doesn't have an integrated educational ideology but its construction instead of the existing social education. As a result, the ideology of lifelong education has to be established to a system enabling the existing school education and social education to integrate as the ideology of education. Therefore, we need to have enough discussion and clear understand the ideology of lifelong education to construct the system of lifelong education toward the realization of the ideology in lifelong education.

평생교육체제에서의 초등학교 교육과정 특징과 개선 방향

박근제 창원대학교 교육대학원 2003 국내석사

As public education has a block in meeting educational need according to social changes and system of public education in school is being changed into that of life-long education to ensure its learning right, this study is intended to make readjustment of the awareness of current public education and seek for new direction of curriculum which is made up and implemented in school. This study discusses what kind of curriculum should be conducted in public education from a life-long educational point of view and suggests the direction of curriculum improvement for life-long education system by conducting an analysis on current curriculum in school. To accomplish this research goal, I collected materials and investigated them by conducting an investigation on related literature and intensive interview. As I performed these research activities, I could conclude as follows. First, most of schools establish the national level objectives of education for their school objectives of education. They serve the purposes of a life-long education somewhat, but most of them were hard to put into practice and not subjective. Although the objectives of education in school should be established according to the situations in schools and local areas, and level of their students, those proposed by schools were substantially alike. Second, the curricula in school have to be selected and organized so that they can lay the foundation of learners of life-long education from various experience, but they just put forward items and were impossible to put into practice. They just insignificantly put forward vague and typical national level criteria. Third, the learning individualized by levels of students, as educational methodology, has to be made to improve the ability of proactive learning, but schools just suggested abstract means and neglected experience oriented learning. In addition, schools should reorganize the national level curriculum and execute educational activities best for the level of their students accordingly, but most of them specified the same curriculum as government has announced. Fourth, the education evaluations including learner-oriented definitive section evaluation, mutual evaluation of pupils, self evaluation, development-oriented evaluation and formative evaluation. However, the concrete scope, view and method of educational evaluation were not suggested.

성인학습자의 참여동기가 교육만족도를 매개로 참여지속의향에 미치는 영향

이준섭 성균관대학교 일반대학원 2023 국내석사

본 연구는 대학의 학위과정에 참여한 성인학습자를 중심으로 참여동기와 교육만족도가 참여지속의향에 미치는 영향을 분석하고, 참여동기가 교육만족도를 매개로 참여지속의향의 미치는 영향을 분석하고자 하였다. 이를 위해 설정한 구체적인 연구 문제는 다음과 같다. 첫째, 참여동기가 교육만족도에 미치는 영향은 어떠한가? 둘째, 참여동기가 참여지속의향에 미치는 영향은 어떠한가? 셋째, 교육만족도가 참여지속의향에 미치는 영향은 어떠한가? 넷째, 참여동기와 참여지속의향의 관계에서 교육만족도는 매개 역할을 하는가? 본 연구를 위한 자료는 대학의 평생교육체제 지원사업에 참여하고 있는 일반 대학 11개교에 재학 중인 성인학습자를 대상으로 온라인 설문조사를 통해 수집하였다. 설문지는 독립변인 참여동기 18문항, 종속변인 참여지속의향 4문항, 매개변인 교육만족도 39문항, 인구통계학적 변인 4문항, 총 65문항으로 구성되었다. 설문조사를 위해 2022년 10월 14일부터 25일까지 약 2주간 온라인으로 설문을 실시하였고, 이 중 중복 및 전체 동일 답안 선택 등의 불성실 응답을 제외한 유효설문 240부를 분석에 활용하였다. 수집된 설문자료는 통계 프로그램 SPSS 29.0을 사용하여 분석하였다. 각 측정 도구는 이전에 다른 연구자에 의해 개발되어 사용되었던 도구를 사용하였으며, 수집된 자료의 분석을 위해 통계분석프로그램을 사용하여 기술통계, 요인분석 및 매개효과분석을 실시하였다. 분석 결과는 다음과 같다. 첫째, 성인학습자의 대학 학위과정 참여동기는 참여지속의향에 유의하게 직접적인 영향을 미치는 것으로 확인되었다. 둘째, 학위과정 참여동기는 교육만족도에 유의하게 직접적인 영향을 미치는 것으로 나타났다. 셋째, 교육만족도는 참여지속의향에 직접적으로 유의한 영향을 미치는 것으로 나타났다. 넷째, 참여동기가 참여지속의향에 미치는 직접 효과보다 교육만족도를 매개변인으로 하여 미치는 총 효과의 크기가 더 큰 것으로 확인되었다. 따라서 교육만족도는 참여동기와 참여지속의향 간의 관계에서 부분 매개 역할을 하는 것으로 확인되었다. 연구의 결과에 따라 참여동기와 참여지속의향의 관계에서 교육만족도가 매개 역할을 하는 것으로 나타났다. 이러한 결과는 교육과정 참여를 지속하기 위해 참여동기와 교육만족도를 강조한 기존 연구들을 뒷받침하는 것이라고 볼 수 있다. 성인학습자의 참여동기는 교육만족도와 참여지속의향에 중요한 역할을 수행한다. 따라서 대학에 입학하기 전과 교육을 받는 중에 지속해서 동기를 부여하고 이를 지지하는 노력이 필요하다. 또한 교육만족도를 높이는 것은 역시 학위과정의 참여를 지속하는 데 중요한 역할을 수행한다. 교육만족도의 학사 운영을 제외한 교양교육, 전공 교육, 비대면 교육지원, 학생지원, 시설 및 환경지원, 자긍심 및 평가에서 모두 높은 인과관계를 나타냈다. 따라서 학습자의 중도 탈락을 방지하고 지속적인 참여를 유지할 수 있도록 지속해서 동기부여와 함께 만족도를 높이려는 노력이 필요하다. 본 연구를 통해 성인학습자의 참여 지속성을 높이기 위해 대학에서 참여동기와 교육만족도를 강화하는 것이 중요하다는 것을 실증했다는 데 의의를 찾을 수 있다. This study aims to examine the effects of participation motives and educational satisfaction of adult learners participating in university degree programs, and analyze the impact of participation motives on the learners’ continuous participation intent through educational satisfaction. Specific research questions that are to be addressed in this study are as follows. First, what are the effects of participation motives on educational satisfaction? Second, how does participation motives impact on the learners’ continuous participation intent? Third, how does educational satisfaction impacts on the learners’ continuous participation intent? Fourth, does educational satisfaction play a mediating role in the relationship between participation motives and continuous participation intent of learners? Data for this study were collected through an online survey of adult learnes attending 11 universities that participate in the Korean Ministry of Education and the National Institute for Lifelong Education’s Lifelong Learning for Future of Education project. The survey consisted of sixty five questions in total, including eighteen independent variable questions on participation motives, four dependent variable questions on continuous participation intent, thirty nine mediator variable questions on educational satisfaction, and four demographic variable questions. The survey was conducted online for two weeks between October 14 to 25, 2022, and excluding invalid responses such as duplicate inputs and same-answer selection throughout the survey, two hundred fourty surveys were validated and used for analysis. Statistical Package for the Social Sciences (SPSS in short) version 29.0 was used for the data analysis. Measurement tools previously developed and used by other researchers were employed in this study, and descriptive statistics, factor analysis and mediation effect analysis were performed using statistical analysis program. The results of the analysis are as follows. First, participation motives of adult learners in college degree program had a direct and significant effect on their continuous participation intent. Second, participation motives for college degree program had a direct and significant effect on educational satisfaction of the learners. Third, educational satisfaction of learners had a significant impact on their continuous participation intent. Fourth, total effect of participation motives with educational satisfaction as a medium was greater than the direct impact of participation motives on the learners’ continuous participation intent. Therefore, the study confirmed that educational satisfaction played a partial mediating role in the relationship between learners’ paticipation motives and their continuous participation intent. Study findings illustrated the mediating role of education satisfaction in the relationship between learners’ paticipation motives and their continuous participation intent. Such findings can be seen as supporting previous studies that emphasized on the particiapation motives and educational satisfaction for learners’ continuous participation in educational programs. Adult learners’ participation motives play an important role in their educational satisfaction and willingness for continuous participation. Thus, efforts are needed to continuously motivate and support these learners before entering academic degree programs as well as throughout their course of study. In addition, increasing learners’ educational satisfaction also plays an important role in continuing their degree program participation. With an exception of academic affairs management, liberal arts education, education for chosen major, remote educational support, student support, educational facilities and environment support, as well as personal pride and evaluation all showed high causal relationships. Therefore, efforts to increase learners’ satisfaction and motivation are needed to prevent learners from dropping out and maintain their continuous participation. This study demonstrated the importance of strengthening participation motives and educational satisfaction of adult learners by universities to increase learners’ continuous participation.

평생교육체제 지향적 학교교육의 발전방향에 관한 일연구

박경미 연세대학교 교육대학원 교육행정전공 1986 국내석사

平生敎育體制指向的 公共圖書館의 效率性에 관한 硏究

박미숙 慶尙大學校 1994 국내석사

LiFE 사업 참여 중장년 대학생의 학업 어려움과 극복 경험에 관한 질적 연구

윤선응 중앙대학교 교육대학원 2022 국내석사

The purpose of this study is to explore the academic difficulties of middle-aged college students and how they overcome their difficulties in the project of Lifelong education at universities for the Future of Education (LiFE project) to provide basic content for more appropriate educational support for middle-aged college students. To achieve this research purpose, 16 middle-aged students and graduates from four-year universities across the country who were participating in the LiFE project as of 2021 were selected to conduct 1:1 interviews, both non-face-to-face or face-to-face. Using a constant comparison method, data generated through interviews was analyzed. In addition, to ensure the integrity and consistency of the research, all study participants checked the transcripts and research results. In addition, three doctoral-level researchers, who have experiences in qualitative research on related topics and different personal characteristics (age, gender), checked the analysis results. As a result, 5 upper categories and 16 subcategories were derived as the academic difficulties experienced by middle-aged college students. Furthermore, 2 upper categories and 8 subcategories were derived as ways for overcoming their academic difficulties. The academic difficulties experienced by middle-aged college students are initial difficulty due to the learning context in the past, difficulty due to aging in a complex sense such as physical, social, and psychological, difficulty due to middle-aged in LiFE business, difficulty due to work (including housework), and difficulty due to COVID-19. The initial difficulties according to the past learning context include these subcategories: difficulty in adjusting to early studies and lack of basic academic skills (computer, PPT, information search methods, English, etc.). The difficulties associated with aging were classified into people's prejudice against late study, lack of understanding and memory, generation gap between classmates, economic burden due to family support, and presbyopia and vision problems. The difficulties due to middle-aged students in LiFE business include lack of understanding and prejudice of university members, lack of administrative continuity and systemicity, inappropriate curriculum and lack of choice, school-age college student-centered teaching method, and instructors with low fitness and low preparation. The difficulties of balancing work, including housework, and school largely include subcategories of time and physical grievances. The difficulties caused by the COVID-19 crisis, which began in earnest in 2020, are classified into dissatisfaction with non-face-to-face classes and insufficient activities on college campuses. To answer the second research question, the ways for overcoming academic difficulties of middle-aged college students can be largely classified into internal methods of learners and external methods of learners. The internal ways of learners include passion for learning, positive perception and attitude, fun and enjoyment of learning, and satisfaction given by time for myself as subcategories. The methods outside the learner include professor’s help, support among classmates, universities that accept learners' opinions, and family support and help. Based on these research results, implications for higher education to better support middle-aged adult learners' college studies and follow-up studies were suggested. 본 연구는 대학의 평생교육체제 지원 사업(The project of Lifelong education at universities for the Future of Education: 이하 LiFE 사업)에 참여한 40~64세의 중장년 성인학습자가 대학 학업 과정에서 경험하는 어려움과 어려움의 극복요인을 탐색하고자 하였다. 이를 통해 중장년 대학생들에게 보다 적합하고 필요한 교육적, 정책적 지원을 위한 기초내용을 제공하고자 했다. 연구목적을 달성하기 위해 2021년 기준 LiFE 사업에 참여중인 전국 4년제 대학의 재학생과 졸업생 16명을 의도적 또는 눈덩이 표집하여 1:1 비대면 또는 대면 면담을 실시했다. 인터뷰를 통해 창출된 자료는 반복적 비교분석법을 활용해 분석했다. 그리고 연구의 진실성과 일관성을 확보하기 위해 녹취록과 연구결과를 연구참여자들이 확인하게 하고, 관련 주제의 질적 연구 경험이 있으면서 연구자와는 다른 개인 특성(연령대, 성별 등)을 갖고 있는 박사 연구자들의 내용 검토를 받았다. 분석 결과, 중장년 대학생이 경험하는 학업 어려움으로 5개의 상위범주와 16개의 하위범주를 도출하였다. 그리고 중장년 대학생의 학업 어려움 극복방법으로 2개의 상위범주와 8개의 하위범주를 도출했다. 중장년 대학생이 경험하는 학업 어려움은 크게 “과거 학습맥락에 따른 초기 어려움”, 신체적·사회적·심리적 등 복합적 의미에서의 “나이 듦에 따른 어려움”, “LiFE 사업-중장년 학생이기에 겪는 어려움”, “일(가사 포함) 병행에 따른 어려움”, “코로나19로 인한 어려움”으로 나타났다. 과거 학습맥락에 따른 초기 어려움은 ‘초기 학업 적응 곤란’, ‘학업 기초능력(컴퓨터, PPT, 정보탐색, 영어 등) 부족’의 하위 범주를 포함한다. 나이 듦에 따른 어려움은 ‘늦은 학업에 대한 주변인의 편견’, ‘이해력, 기억력 부족’, ‘학우들 간 세대 차이’, ‘가족 부양으로 인한 경제적 부담’, ‘노안 및 시력 문제’의 하위 범주를 포함한다. LiFE 사업의 중장년 학생이기에 겪는 어려움은 ‘대학 구성원의 몰이해와 편견’, ‘행정적 지속성과 체계성 부족’, ‘교과과정의 부적합성과 선택권 부족’, ‘학령기 대학생 중심의 교수법’, ‘적합도와 준비도 낮은 교강사’를 포괄한다. 가사를 포함하는 일과 학업 병행에 따른 어려움은 크게 시간적 고충과 체력적 고충의 하위 범주를 포함한다. 그리고 2020년부터 본격화된 코로나19 사태로 인한 어려움은 ‘비대면 수업 불만’과 ‘대학 캠퍼스 활동 미흡’으로 분류된다. 다음 두 번째 연구문제에 해당하는 해답으로, 중장년 대학생의 학업 어려움 극복방법은 크게 “학습자 내적 차원”과 “학습자 외적 차원”으로 분류할 수 있었다. 학습자 내적 차원은 ‘학업에 대한 열의’, ‘긍정적 인식과 태도’, ‘배움의 재미와 즐거움’, ‘나를 위한 시간이 주는 만족’을 하위 범주로 포함한다. 그리고 학습자 외적 차원은 ‘교수자의 도움’, ‘학우들 간의 지지’, ‘대학의 학습자 의견 수용’, 그리고 ‘가족의 지지와 도움’을 포괄한다. 이러한 연구 결과에 기반하여 중장년 성인학습자의 대학 학업을 보다 잘 지원하고 촉진하기 위한 고등교육 차원의 시사점과 정책적 차원의 시사점을 도출하고 후속 연구를 제언하였다.