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한국과 영국 니트족 유입 영향요인에 대한 탐색적 비교연구
김수혜(Kim, Suehye) 한국청소년정책연구원 2019 한국청소년연구 Vol.30 No.1
2008년 국제금융위기 이후 청년 실업 문제와 관련 OECD국가들은 정규교육이나 직업훈련을 받지 않으며 비고용상태에 있는 청년 니트족(NEET: Not in Employment, Education or Training) 감소를 주요한 도전과제로 삼고 있다. 이에 본 연구에서는 영국과의 비교를 통해 한국 니트족 유입의 영향요인과 제 요인 간 구조적 관계의 특징을 객관적으로 파악하고자 하였다. 이를 위해 국제성인역량 성취도 평가인 PIAAC 데이터를 활용하여 니트족 유입 여부에 대한 이항 로지스틱 회귀분석과 구조방정식모형 분석을 수행하였고 주요 결과를 요약하면 다음과 같다. 먼저 한국과 영국에서 공통적으로 발견된 니트족 유입의 유의미한 경로는 ‘성별/본인 교육수준 -> 근로경험-> 니트’로 확인되었다. 이러한 결과는 한국과 영국에서 니트족 유입은 노동시장 양극화에 따라 취업 취약계층으로 전락한 청년층이 직면하는 구조적 문제임을 암시한다고 볼 수 있다. 한편 영국 청년층의 니트족 유입 가능성은 인지적 역량 및 본인의 교육수준과 직접적인 관련성을 맺고 있었으며 부모 교육수준의 간접적인 영향력 또한 지대한 것으로 나타났다. 영국과 다르게 한국 청년층의 인지적 역량 및 본인 교육수준과 니트족 유입은 직접적인 관련성이 포착되지 않았으나 평생학습 준비도가 긍정적인 영향을 발휘하는 것으로 확인되었다. 이러한 결과는 한국 청년층의 니트족 유입 위험을 줄이는 데 평생학습 준비도의 중요성을 새롭게 부각시키는 것으로도 볼 수 있다. 다만 구조방정식모형 분석 결과, 한국 청년층의 평생학습 준비도가 본인의 교육수준을 매개하는 효과 또한 유의미한 것으로 나타났다. 이에 본 연구에서는 학력에 따라 평생학습 역량 격차의 가능성에 주목하며 후속 연구를 위한 제언을 제시하였다. Since the global economic crisis of 2008, OECD countries have faced the challenge of how to reduce the number of young people not in education, employment or training; hereafter referred to as NEETs. This study aims to examine which factors are related to the differences which exist between NEETs in both Korea and the UK. Using the Programme for the International Assessment of Adult Competencies (PIAAC), my research elucidated comparative evidence on the empirical associations of individual characteristics with a probability of becoming a NEET. A common finding is that female or low educated young people are likely not to have had a paid job for 5 years, which leads to NEET status for both Korean and British young people. However, educational attainment and numeracy skills are not risk factors of NEETs in South Korea; in stark contrast to the U.K. British young people from disadvantaged social backgrounds are at risk of falling into NEET status, whereas this tendency is not observed among Korean NEETs. The results of structural equation modeling analysis shows that the readiness to learn amongst Korean young people plays a mediating role between educational attainment and NEET status, implying a gap of readiness to learn within conventional schooling in South Korea.
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문화자본론의 관점에서 탐색한 한국 중년층의 문해력 격차 연구: 독서활동 및 비형식 학습참여의 매개효과를 중심으로
김수혜(Suehye Kim) 한국교육사회학회 2019 교육사회학연구 Vol.29 No.3
This study is to examine variations of reading habit, non-formal learning participation and literacy skills among the middle-aged(50-65 years old) population in South Korea adopting the Bourdieu’s cultural capital and reproduction theory. Empirical results from PIAAC(Programme for the International Assessment of Adult Competencies) data analyses demonstrate that those with more education and high skilled jobs tend to enjoy reading more frequently and to participate in non-formal learning in South Korea. In terms of home advantage, reading habitus is not closely associated with parents’ education but the number of books at home in adolescence matters for reading habit in the Korean middle-aged population. Indeed, the daily reading habit is related to an increase score in the PIAAC literacy assessment for the Korean middle-aged adults taking account of other key variables(gender, intergenerational SES, having a paid-job) associated with adult literacy skills. To illuminate a detailed pathway from social origin to literacy skills, I apply Structural Equation Modeling (SEM) analysis. The SEM finds strong indirect effects of social origin on reading habit and the non-formal learning participation via the middle-aged’s social status (education and occupation). It is also discovered that the reading habit and non-formal learning participation play a mediating role in the relationship between intergenerational attainment and literacy skills of the Korean middle-aged adults. In closing, I further discuss the inequality issue on reading, non-formal learning participation and literacy skills of the Korean middle-aged population from the intertwined theoretical perspectives in the sociology of education.
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중학생의 컴퓨터·정보 소양 영향요인 간 구조적 관계 분석: ICT 활용 관련 학습자 및 학교 요인을 중심으로
신형석 ( Hyoung Seok Shin ),김수혜 ( Suehye Kim ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.6
In the middle of COVID-19 era, ICT learning and digital literacy importantly matters within the skill for future paradigm. This study aims to examine the relationships among key factors related to ICT use of computer and information literacy (CIL) using the IEA ICILS 2018 data of 8th graders in South Korea. The structural equation modeling (SEM) was applied to identifying to what extents ICT use and ICT learning affect CIL as well as analyzing indirect effects of the period of ICT use on CIL. Our findings are as follows: 1) the period of ICT use was positively related to ICT use and ICT learning at school, 2) the frequency of ICT use in class was negatively related to CIL, 3) ICT learning at school was positvely related to CIL, 4) the period of ICT use had indirect effects on CIL, and 5) family SES made a difference in the period of ICT use and CIL. Key results are further discussed for implications on how the ICT learning environment and ICT learning can be improved for better quality of education.
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서울시 고3학생들의 수학성취에 대한 개인 및 중·고등학교수준 영향요인 검증 : 교차분류무선효과 모형의 적용
노언경 ( No Unkyung ),임혜정 ( Lim Hyejung ),손수경 ( Son Soo Kyoung ),김수혜 ( Kim Suehye ) 안암교육학회 2020 한국교육학연구 Vol.26 No.2
This study aims to identify individual and school related factors associated with academic achievement of students in Seoul city using data from 4th wave to 9th wave of the 4<sup>th</sup>-grade panel in Seoul Education Longitudinal Study of 2010(SELS: 2010). In particular, we apply the Cross-Classified Random Effect Model(CCREM) into unpacking the black box of achievement gap from a detailed perspective of the input- Process-output model in which various factors affect the academic achievement at both individual and school levels. Because the SELS 2010 cohort students were cross-classified by the middle school as well as by the high school, the CCREM approach properly accounts for the cross-classified data structure. Drawing on a methodological rigor of the CCREM, our study analyzes multiple membership random effects on the academic achievement of students in Seoul city. Key findings of our study demonstrate that mathematics achievement of 12th graders is significantly associated with to what extent students have spent in private tutoring during their high school years. Also, self -directed learning ability is closely related to the high achievement of the mathematics assessment in the SELS 2010. Meanwhile, those with a strong peer attachment in the middle school years are likely to show a low achievement of the mathematics assessment. In terms of school effect, we find that teacher’s expectations and school climate seriously matter for mathematics achievement. Based on these results, we further discuss the implications for reducing achievement gap in Seoul city.
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