초록 ▼

Ⅶ. 결론 및 정책 제언
1. 폭력예방교육 의무대상자의 확대에 따른 교육내용의 다양화
□ 폭력예방은 전사회적으로 인식해야 할 중요한 사안이기 때문에 가능한 많은 성인들을 교육해야 폭력예방의 효과를 높일 수 있다는 점을 감안해서 보다 폭넓은 계층을 교육의 대상으로 포함시키는 방안이 필요하다.
□ 폭력예방교육이 매년 지속적으로 실시되기 때문에 의무교육대상자가 받는 교육의 내용을 매년 갱신하여 새로운 교육을 받을 수 있도록 하고, 순차적으로 교육효과를 증진시켜야 한다. 이를 위해 향후 폭력예방교육은 대상자 특성, 연령과

Ⅶ. 결론 및 정책 제언
1. 폭력예방교육 의무대상자의 확대에 따른 교육내용의 다양화
□ 폭력예방은 전사회적으로 인식해야 할 중요한 사안이기 때문에 가능한 많은 성인들을 교육해야 폭력예방의 효과를 높일 수 있다는 점을 감안해서 보다 폭넓은 계층을 교육의 대상으로 포함시키는 방안이 필요하다.
□ 폭력예방교육이 매년 지속적으로 실시되기 때문에 의무교육대상자가 받는 교육의 내용을 매년 갱신하여 새로운 교육을 받을 수 있도록 하고, 순차적으로 교육효과를 증진시켜야 한다. 이를 위해 향후 폭력예방교육은 대상자 특성, 연령과 생애주기, 직장 내 근속연수(예방교육 수강횟수) 등을 고려하여 맞춤형, 전문화된 교육 프로그램, 단계별 심화교육 프로그램을 지속적으로 개발해 나갈 필요가 있다.
□ 교육 참여자의 요구와 특성을 체계적으로 분석하여 교육 내용과 프로그램에 반영하고, 교육에 참여할 수 있도록 강사의 역량과 재량권을 충분히 보장해 줄 수 있어야 한다. 표준강의안을 통해서 강의의 내용과 질을 균질화시키면서 동시에 강사의 재량권을 보장해주는 방안을 강구하는 것이 필요하다.
□ 다양한 교육방법의 개발 역시 중요하다. 강사에 의한 대면교육의 경우도 강사의 일방적인 강의식에만 의존하지 말고, 토론식, 교구 활용 등 교육생 자기주도식 참여방법을 적극적으로 개발할 필요가 있다. 이를 위해서 대상별 교육요구도 조사-신규 프로그램 개발-개발된 프로그램의 효과성 검증 등 교육 프로그램개발･보급의 관리 시스템을 체계화하고 이를 안정적으로 추진할 수 있는 인프라를 갖추는 것이 중요하다.
□ 현재 폭력예방교육은 4개(성희롱, 성폭력, 성매매 방지, 가정폭력예방)의 교육을 각각 1시간씩 수행하게 하거나 통합교육을 실시하도록 하고 있다. 그러나 통합교육을 상반기와 하반기 2차로 진행할 경우 같은 강사가 진행하지 않을 때 상반기와 하반기의 교육내용이 같을 수 있다. 따라서 교육담당자가 통합교육을 효과적으로 조직하기 위하여 내용과 취지를 충분히 인지할 수 있도록 홍보와 교육이 요구된다. 더불어 통합교육이 기관별로 다양한 교육요구도를 반영하면서도 성평등 관점에 기반한 교육으로 내실있게 운영되기 위해서는 교육담당자가 교육과정 전체를 기획할 수 있는 기획역량을 가질 수 있도록 지원하는 것이 필요하다.
2. 폭력예방교육의 체계적 관리
□ 교육인프라를 체계화하기 위해 폭력예방교육지원의 추진체계를 정비할 필요가 있다. 성폭력 뿐만 아니라 성희롱, 성매매, 가정폭력 예방교육을 통합적으로 지원할 수 있는 중앙전담기구의 위상을 관련법에 명문화하여 추진체계의 안정성을 높이고, 전담 인력 및 사업 예산을 지속적으로 확대하는 것이 필요하다. 또한 중앙전담기구의 안정화뿐만 아니라 지역 단위 찾아가는 예방교육의 효과적 사업 추진 및 교육 대상 발굴, 관리의 효율화를 위해 지역지원기관과 해당 지방자치단체와의 협력 체제를 강화하는 것이 필요하다. 마지막으로 정책 추진체계의 안정화와 더불어 사업 추진 전반에 있어 민간협력을 강화하는 것도 필요하다.
□ 자질 있는 전문강사의 양성과 체계적 관리는 폭력예방교육의 성패를 좌우하는 중요한 요인이라고 할 수 있다. 교육대상별로 특화된 전문강사풀을 구성하여 활용함으로써 교육대상별 맞춤형 교육의 효과도 높일 필요가 있다. 아울러 한국양성평등교육진흥원에서 추진 중인 강의활동 모니터링 및 평가결과의 수시환류 시스템을 더욱 확대 강화하는 것이 필요하다.
□ 교육의 양적인 확대와 함께 중요한 것은 양질의 교육이 이뤄질 수 있도록 지속적으로 교육내용의 개선 등 품질 관리를 강화할 필요가 있다. 폭력예방 의무교육에 대해서 교육만족도 조사를 실시해서 이를 다시 교육내용에 반영하도록하여 폭력예방 교육수요자와 공급자사이의 환류시스템이 마련되어야 한다.
□ 예방교육 실시기관을 정기적으로 점검, 관리하기 위해 관리자 특별교육과 기관명단 공개 등을 시행해야 하며, 성희롱 이외에 다른 유형의 폭력에도 확대적용할 필요가 있다. 부진기관에 대해서는 예방대책 수립을 제출하도록 하고 우선적으로 현장 지도 점검을 실시하는 것 등을 고려해 볼 수 있다.
3. 예방교육의 거버넌스 체계구축
□ 중앙정부는 여성, 가족, 아동 관련 부서들 간의 공동협력 사업 및 지자체 내 타 부서와 협력이 필요하다. 정부 부처 간 공동협력 사업을 통해 예산을 절감하고 중복된 서비스를 방지할 수 있다.
□ 예방교육의 효과적 사업 추진 및 교육 대상 발굴, 관리의 효율화를 위해 지역 지원기관과 해당 지방자치단체와의 협력 체제를 강화하는 것이 필요하다. 지자체가 중심이 되어 폭력예방교육 사업의 지역별 특성화 모델이 발굴, 확산되는 것이 필요하다. 정책 추진체계의 안정화와 더불어 사업 추진 전반에 있어 민간협력을 강화하는 것도 필요하다. 지자체에서 폭력예방교육 사업을 안정적으로 추진하기 위해서는 충분한 예산이 확보되어야 한다.

Abstract ▼

The purpose of this study is to identify the policies and overall status of the currently ongoing violence prevention education in Korea. This study takes place at a time when such education is being made mandatory in the nation. Consequently, the study has investigated the current violence preventi

The purpose of this study is to identify the policies and overall status of the currently ongoing violence prevention education in Korea. This study takes place at a time when such education is being made mandatory in the nation. Consequently, the study has investigated the current violence prevention system and has examined issues and areas of improvement for the system.
For the investigation, various scholastic journals and publications, both in Korea and abroad, that focus on prevention education for violence against women have been examined in detail. Additionally, through an international comparison analysis, the study has analyzed the present condition of violence in the Korean society along with public awareness of safety. Moreover, an analysis of education effectiveness for receivers of mandatory violence prevention education was conducted. Then, Focus Group Interviews (FGI) and in-depth interviews were administered to those in charge of the education. With the analysis and interviews, the study looked into issues facing the currently on-going violence prevention education and also searched for improvement measures. Furthermore, the study held two advisory meetings with the researchers who have researched on the violence prevention system. In those meetings, the following were discussed: 1) overall process of violence prevention education, 2) issues and improvement measures for nurturing of educators on violence prevention, and 3) facilitation of violence prevention education in areas outside the metroplex.
The study results are as follows. First, the 2005-2006 World Value Survey was used to compare the violence tolerance of Korea with that of other nations. Korea ranked 23rd and showed to have a relatively high tolerance rate of violence. Gender-wise, Korean males ranked 23rd while their counterparts took 20th place concerning violence tolerance. Thus, the study discovered that there is a difference in awareness between the genders when it comes the issue of domestic violence in the Korean society.
Looking at the policies for violence prevention education in Korea, prevention education for sexual harrassment was mandated for public institutions in 1999. Then, prevention education was broadened in its scope to include prostitution prevention in 2008, sexual violence prevention in 2013, and domestic violence prevention in 2014. Currently, the major direction that the policies for violence prevention education is taking is the emphasis for quality control enhancement. Additionally, The Institute of Support for Sexual Violence Prevention Education has now been stipulated by law as the institute that supports sexual violence prevention education. Consequently the legal basis has now been provided to actively develop policies for sexual violence prevention education.
Violence prevention education includes the following: sexual harrassment preventive measures, prostitution prevention education, sexual violence prevention education, domestic violence prevention education, and gender-sensitivity education. Currently, a total of 2,167 professional instructors are actively engaged in six areas of violence prevention education. The direction that policies for prevention education is now taking is to make the transition from an autonomous, private-sector model to a model that complies with national standards. The government is working towards developing and distributing educational programs that are customized by life-cycles and for those receiving the education.
The breakdown of violence prevention education in Korea is as follows. In 2012, sexual harrassment prevention education was done for 16,000 institutions; education for prostitution prevention was administered to 32,000 institutions in the same year. In 2013, sexual violence prevention education was added for 68,000 institutions; that brought the total number of institutions receiving prevention education to 100,000. Starting in 2014, education on domestic violence began along with an integrated prevention education. Consequently, the number of institutions receiving education increased to 116,000. The local governments that have established their own prevention education plans are seven in number and include Gangwon, Busan, Incheon, Choongnam, Jeju, Ulsan, and Daegu. Currently, numerous programs for prevention of violence against women are being held in 17 cities around the nation. Eight local governments have developed education programs. In between the eight governments, a total of 29 instructor-training programs has been conducted.
The contents of violence prevention education for children can be categorized into two areas: contents for school-age children and contents for younger children (prior to entering school). For younger children, education includes the concept of sexual violence, types, case studies, and preventive measures. Education for school age children includes the definition, types, and content of sexual violence against children along with preventive measures and how to report cases of sexual violence. For juveniles, violence prevention education includes all the prior-mentioned contents and general sex education. Additionally, education does not merely stop at theoretical teaching. The participants are guided into mock situations and perform role plays to better grasp what to do when faced with potential cases of sexual violence. Violence prevention education for adults are provided largely for two different groups of people: general adults and adults who act as guardians of children and juveniles.
Violence prevention education have the following issues. First, the education receivers cannot recognize the differences in the education provided. Second, children and juveniles who do not attend kindergarten or school have absolute no route of receiving education. Third, the existing violence prevention education has the potential to make its receivers view all people as either victims or assailants. Fourth, though various sub-groups exist in the adult population, the current education is limited in its approach.
Feedback from violence prevention education was gotten by obtaining written documents such as surveys or reports. Surveys focused on satisfactory levels while reports were opinions filed by those who had received the prevention education. Additionally, subjective assessments were also conducted for the education. The responses of both the instructors and instructed were assessed.
Furthermore, those who were responsible for administrating violence prevention education at given institutions were investigated. They were investigated in terms of contents assessment, changes in perception after education, and education management system assessment. The investigations revealed that institutions had considerable difficulty in securing education time and qualified instructors. Additionally, a very high grade was given overall concerning the instructor staying true to the education contents at hand. Moreover, the overall satisfactory level of the integrated management system for violence prevention education was examined. Results showed that there is need to increase satisfaction levels by improving the system to be more user-friendly and conducting training sessions for system use.
Finally, policy suggestions from this study for violence prevention education are as follows. First, the contents of education needs to be diversified as more and more groups are being included to receive mandatory education. In other words, one needs to consider that as many adults as possible need to educated to increase the impact of violence prevention. Thus, measures need to devised by which diverse groups of people can be included in the education. Additionally, since prevention education is conducted continuously throughout the year, the contents of education need to be such so that those educated receive updated information annually. Then, education impacts can be increased sequentially. Standard lectures need to be set in place so that lectures can be unified in content and quality. At the same time, a measure must be sought that also secures the discretionary authority of the instructor. Second, prevention education requires a systematic management. Specifically, the role of a central institution in charge of prevention education should be stipulated by law. With the institution in place, the system for policy development will be stabilized. There is also need to continuously expand personnel and budget exclusively for prevention education. Additionally, the cooperation between local support institutions and local autonomous entities needs to be strengthened. Lastly, together with stabilizing the policy development system, cooperation with the private sector needs also to be strengthened regarding the overall span of policy development. Additionally, so that education may increase in quantity and improve in quality, there is need for stronger quality control so that education contents may continuously be improved. Moreover, special education should be conducted for managers and the names of institutions that conduct prevention education should be made known to the general public. With those two measures, institutions can be checked and managed on a regular basis. Education should be broadened in scope to include forms of violence other than sexual harassment. Finally, a governance system needs to be set up for prevention education. Within the central government, its various departments related to women, family, and children need to cooperate with one another. Departments within local autonomous entities also need to cooperate. In other words, cooperation between the different departments will lead to budget cuts and can also prevent overlaps in services provided. In addition, for effective development of prevention education, finding of new education recipients, and effective management, the cooperative system between local support institutes and local autonomous entities need to be strengthened. Together with strengthening the cooperation, the private sector needs to be more involved in the overall development of policies for prevention education. Lastly, appropriate funding has to be secured for local autonomous entities to foster and manage professional instructors for violence prevention education.