직장인은 하루의 대부분을 직장에서 보낸다. 그들은 직장에서 일을 함으로써 생활하는데 필요한 경제력을 얻고, 일을 통해 성취감을 맛보고, 직장동료와 소통하면서 사회적 존재로서의 삶을 유지해 나간다.
그러나 평생직장의 개념이 사라진 지금, 30대 직장인은 미래에 대해 불안함을 느끼고 있다. 지금은 직장이 있고 경제적 활동이 가능하지만 미래를 생각하면 걱정이 앞선다. 따라서 그들은 미래를 위해 무언가를 하려고 하지만 정확하게 무엇을 해야 할 지 알지 못한 체 살아가고 있다.
한편, 30대 직장인은 직장인으로서의 삶과 ...
직장인은 하루의 대부분을 직장에서 보낸다. 그들은 직장에서 일을 함으로써 생활하는데 필요한 경제력을 얻고, 일을 통해 성취감을 맛보고, 직장동료와 소통하면서 사회적 존재로서의 삶을 유지해 나간다.
그러나 평생직장의 개념이 사라진 지금, 30대 직장인은 미래에 대해 불안함을 느끼고 있다. 지금은 직장이 있고 경제적 활동이 가능하지만 미래를 생각하면 걱정이 앞선다. 따라서 그들은 미래를 위해 무언가를 하려고 하지만 정확하게 무엇을 해야 할 지 알지 못한 체 살아가고 있다.
한편, 30대 직장인은 직장인으로서의 삶과 30대로서의 삶을 동시에 살아가고 있다. 그러나 자신의 현재 삶이 만족스럽지 않거나, 기대하는 수준에 미치지 못한다고 느낄 때 삶의 고민을 갖게 된다. 이러한 고민은 삶의 요구로 나타나고, 그러한 삶의 요구를 능동적으로 해결하고자 학습요구로 이어지게 된다. 즉, 30대 직장인의 삶의 고민이 삶의 요구로 이어지고, 삶의 요구로부터 학습요구가 발현되는 것이다.
본 연구는 직장인의 학습에 관한 기존의 연구가 그들의 실질적인 학습요구를 담아내는데 한계가 있으며, 다른 세대에 비해 상대적으로 30대의 학습에 대한 관심이 적으며, 30대 직장인을 학습을 대상으로한 연구를 찾아보기 어렵다는 점에서 출발하였다. 또한 올해 7월부터 시행된 주 52시간 근무제로 인해 직장인의 삶과 학습양상에도 큰 변화가 예상됨에 따라 직장인의 학습요구에 대한 중요성이 높아지고 있다는 점에 주목하였다. 따라서 본 연구에서는 우리나의 30대 직장인은 어떤 삶을 살고 있으며, 삶의 고민과 요구는 무엇인지, 어떤 학습을 원하는지를 30대 직장인의 삶에 기반한 학습요구를 도출하기 위해 그들의 삶의 맥락과 생애적 관점으로 접근하였다.
본 연구는 형식교육을 끝내고 평생교육의 시작점에 있는 30대 직장인의 학습요구를 선명하게 드러냄으로써 그들의 요구에 충실한 평생교육 실현에 기여하고자 함이다. .
직장인은 하루의 대부분을 직장에서 보낸다. 그들은 직장에서 일을 함으로써 생활하는데 필요한 경제력을 얻고, 일을 통해 성취감을 맛보고, 직장동료와 소통하면서 사회적 존재로서의 삶을 유지해 나간다.
그러나 평생직장의 개념이 사라진 지금, 30대 직장인은 미래에 대해 불안함을 느끼고 있다. 지금은 직장이 있고 경제적 활동이 가능하지만 미래를 생각하면 걱정이 앞선다. 따라서 그들은 미래를 위해 무언가를 하려고 하지만 정확하게 무엇을 해야 할 지 알지 못한 체 살아가고 있다.
한편, 30대 직장인은 직장인으로서의 삶과 30대로서의 삶을 동시에 살아가고 있다. 그러나 자신의 현재 삶이 만족스럽지 않거나, 기대하는 수준에 미치지 못한다고 느낄 때 삶의 고민을 갖게 된다. 이러한 고민은 삶의 요구로 나타나고, 그러한 삶의 요구를 능동적으로 해결하고자 학습요구로 이어지게 된다. 즉, 30대 직장인의 삶의 고민이 삶의 요구로 이어지고, 삶의 요구로부터 학습요구가 발현되는 것이다.
본 연구는 직장인의 학습에 관한 기존의 연구가 그들의 실질적인 학습요구를 담아내는데 한계가 있으며, 다른 세대에 비해 상대적으로 30대의 학습에 대한 관심이 적으며, 30대 직장인을 학습을 대상으로한 연구를 찾아보기 어렵다는 점에서 출발하였다. 또한 올해 7월부터 시행된 주 52시간 근무제로 인해 직장인의 삶과 학습양상에도 큰 변화가 예상됨에 따라 직장인의 학습요구에 대한 중요성이 높아지고 있다는 점에 주목하였다. 따라서 본 연구에서는 우리나의 30대 직장인은 어떤 삶을 살고 있으며, 삶의 고민과 요구는 무엇인지, 어떤 학습을 원하는지를 30대 직장인의 삶에 기반한 학습요구를 도출하기 위해 그들의 삶의 맥락과 생애적 관점으로 접근하였다.
본 연구는 형식교육을 끝내고 평생교육의 시작점에 있는 30대 직장인의 학습요구를 선명하게 드러냄으로써 그들의 요구에 충실한 평생교육 실현에 기여하고자 함이다. .
Normally, korean workers spend most of their time in workplace. They make money, get sense of achievement at their workplace, and live a social life by corresponding with their coworkers. So, for them, a ‘job’ is more than ‘bread and butter’, and loosing their job means loosing everything.
Howe...
Normally, korean workers spend most of their time in workplace. They make money, get sense of achievement at their workplace, and live a social life by corresponding with their coworkers. So, for them, a ‘job’ is more than ‘bread and butter’, and loosing their job means loosing everything.
However, nowadays, a ‘life-long workplace’ has gone. So many job-seekers are struggling to get a better, stable job, and a near-life-long job.
Then, let's go into their careers after these efforts. The juniors who just entered into society will fully devote themselves to their careers. Because they are poor at work, busy learning the know-hows of their seniors and are busy adjusting themselves to the atmosphere in the workplace. When they are in their 30s, they grow up with bigger performance in their work, and gradually play pivotal roles in their career. And suddenly, they have to think about whether it's the right thing to live like this, or what will happen in the future. The easiest thing to do is to imagine their future by looking at their seniors. If they look around, there are few seniors in their 40s and 50s left, and the remaining seniors do not know when to retire, so they can see their seniors living in anxiety and tension.
So what would 30-to-40-year-old office workers think about their present and future? they'll think about moving their job, but it won't be easy to decide. It is because they don't think other companies are much different. They might think like 'Let's do something different,' but doing ‘the something different’ is not easy either. They have never spent their time focusing on other things and never had a chance to try. Moreover, it is not easy for the head of a family to be encouraged for the sake of their families.
Looking at the workers in their 30s, who have been busy each day with unanswered homework, some questions began to arise, such as; what their life was like, what learning needs they had in their lives, and how learning can to play a role to make their lives more valuable and rich.
Traditionally, researches have continued to be done on the learning needs of workers. However, traditional studies have seen workers as a unit or group, and much of them focused on how motivation affects their job satisfaction, type of education participation, and participation rates. In other words, it was a methodology driven by companies or groups to achieve their goals, induce changes in the employees, and increase the participation rate of education in order to effectively operate their organizations. This suggests that existing research has focused on 'learning for jobs' from a human resource development perspective. However, this study focuses on 'learning for workers', see them as subjects of learning and look at learning from the perspective of the person.
In addition, research on the learning of existing workers focused on 'life as a workplace.' But a worker's life isn't just for work, and in their workplace either. There is not only life as an office worker, but also life as an individual, life as a family, and life as a local member. Therefore, it is necessary to enter into their lives to understand the learning needs that are embedded in their lives. This is because learning needs are revealed in these diverse and complex situations.
Therefore, this study aims to focus on “workers' life as individuals in their daily life” and capture learning needs that emerge from their daily life. It is difficult to pinpoint individual needs. As an office worker, there have been opportunities to learn steadily through human resources development, in-work education, or from senior or other informal education. But, life as a 'community member' does not have much to do with, as most workers spend their time at work. Therefore, this study aims to focus on the 'life of individuals in their daily life' among workers.
Another feature of existing research on worker’s learning needs has been focused on 'quantitative research'. Quantitative research has the advantage that social phenomena can be expressed in quantities, i.e. as measurable numbers, complex phenomena can be summarized easily, identified and objectified. However, 'qualitative research' rather than ‘quantitative research’ is appropriate to show deep learning needs based on contextual situations in a worker's life. Instead of requiring employees to set guidelines within a certain category and frame and urge to choose in it, they want to study them in depth and include the needs of learners' lives and situations. Therefore, in this study, it would be better to hear their vivid voices in the context of working people's lives from a blank state without prior control of hypotheses on the variables.
So why does this study want to pay attention to learning for workers in their 30s? Whether you want it or not, your 20s are times when learning becomes the center of your life. Students in their 20s cannot help but continue learning because they must study in college, obtain qualifications for a job, adjust to post-employment work, and acquire relevant knowledge. In other words, those in their 20s are constantly learning formally and informally.
Meanwhile, as the concept of a lifelong workplace disappears today, the learning needs of people in their 40s and 50s has increased as companies want them to retire earlier. Education is expanding not only for lifelong vocational re-education, start-up education, but also for designing a second life for people in their 40s and 50s, and organizations that are responsible for supporting their jobs. For example, local governments provide free education to start businesses in their 40s or older, or the 50+ Foundation in Seoul provides education to senior citizens aged 50 to 65 and create jobs.
In this regard, workers in their thirties are in the blind spot of lifelong education. Personally, there are many changes in life, and worries about the future. And even though it is time to provide educational support to solve the problem, it is difficult for them to learn how to solve it due to the tasks given at their workplace and the family to support. So far, there has been no active lifelong education and support for them. Education may have been done at work for the sake of work, but the education they really want is not supported. Therefore, they are now interested in what they want to learn, why they want to learn, and what education they need.
Also, even in terms of lifelong education, people in their 30s are very important. People in their thirties can be seen as a time when they complete formal education, become a member of society, and make their first step as a lifelong education learner. Han Sang-gil (2009) said, 'If we achieve the development tasks that individuals must perform at each stage of their lives well, we can enjoy happiness and perform the next level of development well.' That is, a well-established lifelong learning base in their 30s can affect learning in their 40s and 50s and, moreover, link to life in their older age. Therefore, by understanding the learning needs of people in their 30s at the beginning of lifelong learning, the lifelong education can make their lives dynamically changed.
If the education system has failed to provide specialized education for workers or customized education for workers, it is necessary to look at workers again. With the 52-hour workweek system and Work-life balance trend, the worker’s attention is shifting from 'Work' to 'Life.' In this regard, researchers, policy makers and designers of lifelong education should face these changes and realize that education for workers can be 'Blue Ocean.'
In this regards, this study shows a wide range of learning needs based on the lives of the workers in their 30s, and it is meaningful that it can contribute to educational design based on life situations in their 30s.
Normally, korean workers spend most of their time in workplace. They make money, get sense of achievement at their workplace, and live a social life by corresponding with their coworkers. So, for them, a ‘job’ is more than ‘bread and butter’, and loosing their job means loosing everything.
However, nowadays, a ‘life-long workplace’ has gone. So many job-seekers are struggling to get a better, stable job, and a near-life-long job.
Then, let's go into their careers after these efforts. The juniors who just entered into society will fully devote themselves to their careers. Because they are poor at work, busy learning the know-hows of their seniors and are busy adjusting themselves to the atmosphere in the workplace. When they are in their 30s, they grow up with bigger performance in their work, and gradually play pivotal roles in their career. And suddenly, they have to think about whether it's the right thing to live like this, or what will happen in the future. The easiest thing to do is to imagine their future by looking at their seniors. If they look around, there are few seniors in their 40s and 50s left, and the remaining seniors do not know when to retire, so they can see their seniors living in anxiety and tension.
So what would 30-to-40-year-old office workers think about their present and future? they'll think about moving their job, but it won't be easy to decide. It is because they don't think other companies are much different. They might think like 'Let's do something different,' but doing ‘the something different’ is not easy either. They have never spent their time focusing on other things and never had a chance to try. Moreover, it is not easy for the head of a family to be encouraged for the sake of their families.
Looking at the workers in their 30s, who have been busy each day with unanswered homework, some questions began to arise, such as; what their life was like, what learning needs they had in their lives, and how learning can to play a role to make their lives more valuable and rich.
Traditionally, researches have continued to be done on the learning needs of workers. However, traditional studies have seen workers as a unit or group, and much of them focused on how motivation affects their job satisfaction, type of education participation, and participation rates. In other words, it was a methodology driven by companies or groups to achieve their goals, induce changes in the employees, and increase the participation rate of education in order to effectively operate their organizations. This suggests that existing research has focused on 'learning for jobs' from a human resource development perspective. However, this study focuses on 'learning for workers', see them as subjects of learning and look at learning from the perspective of the person.
In addition, research on the learning of existing workers focused on 'life as a workplace.' But a worker's life isn't just for work, and in their workplace either. There is not only life as an office worker, but also life as an individual, life as a family, and life as a local member. Therefore, it is necessary to enter into their lives to understand the learning needs that are embedded in their lives. This is because learning needs are revealed in these diverse and complex situations.
Therefore, this study aims to focus on “workers' life as individuals in their daily life” and capture learning needs that emerge from their daily life. It is difficult to pinpoint individual needs. As an office worker, there have been opportunities to learn steadily through human resources development, in-work education, or from senior or other informal education. But, life as a 'community member' does not have much to do with, as most workers spend their time at work. Therefore, this study aims to focus on the 'life of individuals in their daily life' among workers.
Another feature of existing research on worker’s learning needs has been focused on 'quantitative research'. Quantitative research has the advantage that social phenomena can be expressed in quantities, i.e. as measurable numbers, complex phenomena can be summarized easily, identified and objectified. However, 'qualitative research' rather than ‘quantitative research’ is appropriate to show deep learning needs based on contextual situations in a worker's life. Instead of requiring employees to set guidelines within a certain category and frame and urge to choose in it, they want to study them in depth and include the needs of learners' lives and situations. Therefore, in this study, it would be better to hear their vivid voices in the context of working people's lives from a blank state without prior control of hypotheses on the variables.
So why does this study want to pay attention to learning for workers in their 30s? Whether you want it or not, your 20s are times when learning becomes the center of your life. Students in their 20s cannot help but continue learning because they must study in college, obtain qualifications for a job, adjust to post-employment work, and acquire relevant knowledge. In other words, those in their 20s are constantly learning formally and informally.
Meanwhile, as the concept of a lifelong workplace disappears today, the learning needs of people in their 40s and 50s has increased as companies want them to retire earlier. Education is expanding not only for lifelong vocational re-education, start-up education, but also for designing a second life for people in their 40s and 50s, and organizations that are responsible for supporting their jobs. For example, local governments provide free education to start businesses in their 40s or older, or the 50+ Foundation in Seoul provides education to senior citizens aged 50 to 65 and create jobs.
In this regard, workers in their thirties are in the blind spot of lifelong education. Personally, there are many changes in life, and worries about the future. And even though it is time to provide educational support to solve the problem, it is difficult for them to learn how to solve it due to the tasks given at their workplace and the family to support. So far, there has been no active lifelong education and support for them. Education may have been done at work for the sake of work, but the education they really want is not supported. Therefore, they are now interested in what they want to learn, why they want to learn, and what education they need.
Also, even in terms of lifelong education, people in their 30s are very important. People in their thirties can be seen as a time when they complete formal education, become a member of society, and make their first step as a lifelong education learner. Han Sang-gil (2009) said, 'If we achieve the development tasks that individuals must perform at each stage of their lives well, we can enjoy happiness and perform the next level of development well.' That is, a well-established lifelong learning base in their 30s can affect learning in their 40s and 50s and, moreover, link to life in their older age. Therefore, by understanding the learning needs of people in their 30s at the beginning of lifelong learning, the lifelong education can make their lives dynamically changed.
If the education system has failed to provide specialized education for workers or customized education for workers, it is necessary to look at workers again. With the 52-hour workweek system and Work-life balance trend, the worker’s attention is shifting from 'Work' to 'Life.' In this regard, researchers, policy makers and designers of lifelong education should face these changes and realize that education for workers can be 'Blue Ocean.'
In this regards, this study shows a wide range of learning needs based on the lives of the workers in their 30s, and it is meaningful that it can contribute to educational design based on life situations in their 30s.
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