초록 ▼

이 연구는 평생교육이 사회적 형평성 제고에 순기능적일 수 있는 가능성을 가진 것이기는 하나 현실적으로 학령기의 교육 불평등을 재생산하거나 확대하는 위험을 동시에 가진것이라는 문제 의식에서 출발한다.

많은 선행 연구에서 확인되는 바와 같이 성이나 학력, 연령, 고용형태에 따른 평생학습 참여의 불평등은 거의 모든 국가에서 나타난다. 이러한 상황에서 취약계층의 평생학습 참여를 지원하는 방안이나 추진 정책의 효과에 대한 분석이 이루어져 왔다. 그러나 평생학습 참여의 불평등은 복지국가 유형이나 평생학습의 공급과 수요 체계 등 다

이 연구는 평생교육이 사회적 형평성 제고에 순기능적일 수 있는 가능성을 가진 것이기는 하나 현실적으로 학령기의 교육 불평등을 재생산하거나 확대하는 위험을 동시에 가진것이라는 문제 의식에서 출발한다.

많은 선행 연구에서 확인되는 바와 같이 성이나 학력, 연령, 고용형태에 따른 평생학습 참여의 불평등은 거의 모든 국가에서 나타난다. 이러한 상황에서 취약계층의 평생학습 참여를 지원하는 방안이나 추진 정책의 효과에 대한 분석이 이루어져 왔다. 그러나 평생학습 참여의 불평등은 복지국가 유형이나 평생학습의 공급과 수요 체계 등 다양한 관련 제도의 맥락에 따라 상이하다. 이를 고려하면 평생교육이 사회적 형평성 제고에 순기능적이기위해서는 평생학습이 노동시장 수요와 연계되고 평생학습의 성과가 직업역량이나 학력으로 통용되는 체제의 구축이 선결 과제로 제기된다.

이 연구는 성인의 평생직업교육과 고등평생교육을 중심으로 평생교육의 확대 방안을 검토한다. 이는 이른바 ‘제4차 산업혁명’으로 표현되는 기술 변화 속에서 숙련 주기의 단축, 숙련 수요의 양극화, 일자리 대체 위험 등으로 인해 직업교육과 고등 수준의 성인(재)교육이 중요성이 강조되고 있기 때문이다.

먼저 2장에서는 현재의 기술 변화에 따라 학령기 교육 → 노동시장 진입 → 은퇴라는 구조가 일 ↔ 교육의 순환 구조로 바뀌어 가고 있으며, 일자리 대체나 숙련 수요의 양극화로 인해 사회적인 양극화가 심화될 수 있다는 점을 지적한다. 이러한 변화 속에서 사회적 형평성의 측면에서 성인기의 평생교육의 중요성이 강조되고 있는데, OECD나 세계은행에서는 포용적 성장(Inclusive Growth) 프레임에서 평생교육의 중요성을 강조하고 있고,국제노동기구(ILO)에서는 전 생애주기에 걸친 평생학습을 보편적 권리로 제안하고 있다.

OECD의 국제성인역량조사(PIACC) 자료와 PAL(dashboard on Priorities for Adult Learning) 지표, 국가 통계 등을 통해 평생학습 참여의 불평등에 영향을 미치는 요인을 분석한 결과 평생학습과 관련한 제도적 요인 중 적극적 노동시장 정책에 대한 투자가 비교적 일관적으로 평생학습 참여율을 높이고 평생학습 참여의 불평등을 완화시키는 기제로 나타나고 있다. 국제 비교 연구에서 상이한 국가별 맥락에 대한 고려가 어렵고 지표나 통계 수치 작성의 국가 간 차이가 존재하는 한계가 있지만 3장의 국제 비교를 통해 한국은 평생학습 취약계층에 대해서는 낮은 수준의 공적 지원이 이루어지고 그 결과 평생학습 참여의 격차가 큰 것으로 확인된다.

4장에서는 한국의 일과 노동시장의 변화 양상을 검토함으로써 평생교육 수요 증가를 살펴본다. 다음으로 전달체계의 분리 문제, 고용보험 기반의 직업교육훈련의 한계점, 일반대학과는 분리되어 운영되는 성인 학습자의 고등교육, 직업교육훈련이나 직무 경험 등의 인정이 어려운 문제 등 평생교육 공급과 인정 체제의 쟁점을 검토한다. 마지막으로 평생학습 참여 불평등과 관련하여 성이나 학력, 고용형태에 따른 참여 격차가 상존하고 있으며,평생직업교육의 경우 무엇보다도 현재의 고용보험 기반 직업교육훈련 체제의 한계가 이러한참여 격차의 원인임을 보여준다.

국제 비교 분석과 한국의 평생교육 현황과 쟁점 등을 검토한 결과에 터하여 5장에서는 전 생애주기에 걸쳐 교육받을 권리의 보장이라는 관점에서 평생학습 확대를 위한 정책과제를 세 가지로 제시한다.

먼저, 일 ↔ 교육의 지속적인 순환이 요구되는 사회 변화 속에서 평생교육은 경제성장과 사회적 통합을 위해 사회적으로 요구되는 교육의 영역이며, 따라서 평생학습은 보편적 시민의 권리로서 자리매김되어야 하며, 이에 대한 공적 지원의 확대가 필요하다. 전 생애 주기에 걸쳐 활용가능한 ‘개인계좌’의 도입, 학습휴가제의 확대, 평생학습 재원 구조의변화, 평생교육 거버넌스의 재구조화 등이 요구된다.

다음으로 평생교육의 수요와 공급의 연계를 위해 숙련 정보 모니터링 시스템의 구축, 고등교육 수준의 성인(재)교육 경로 구축 등이 필요하다. 기술 변동에 따른 일자리의 변화가심화되는 환경에서 사회적으로 요구되는 숙련에 대한 정보 제공이 필수적이며, 앞으로 고숙련, 즉 고등교육 수준의 성인(재)교육이 필요하다는 점에서 성인 학습자 친화형 고등교육 체제 구축이 필요하다.

마지막으로 평생교육 확대를 위해서는 다양한 형식의 평생학습 성과의 사회적 인정이 필요한데, 이를 위해서는 국가역량체계의 구체화와 포괄적 학습경험 인정 제도의 확산이 요구된다. 국가역량체계는 학습과 직무 자격과의 연계라는 측면에서, 포괄적 학습경험 인정 제도는 다양한 학습 사이의 호환성이라는 측면에서 평생교육 확대를 위한 중요한과제이다.

(출처 : 연구요약 6p)

Abstract ▼

This study stems from a problematization of the role of lifelong education in relation to addressing social inequality. Whereas lifelong education seeds the positive potential for enhancing social equity, lifelong education also bears the danger of reproducing or expanding educational inequality fro

This study stems from a problematization of the role of lifelong education in relation to addressing social inequality. Whereas lifelong education seeds the positive potential for enhancing social equity, lifelong education also bears the danger of reproducing or expanding educational inequality from schools in itsmanifestation in reality.

As supported by much literature, inequalities regarding lifelong education participation according to gender, educational attainment, and forms of employment appears not only in the Republic of Korea but in all countries albeitin different degrees. Scholars have analyzed policies that seek to facilitate lifelong education participation of the marginalized or on the effects of these policies amidst such social contexts worldwide.

However, inequalities in lifelong education participation differ according to the types of welfare states or the systems of lifelong education institutions thatunderpin its provision and demands. This suggests the necessity of not only a perspective toward how to support the marginalized for lifelong education, buta perspective that focuses on how lifelong education is bridged with demandsfrom the labor market leading up to the question of how to construct a systemthat recognizes the outcomes of lifelong education into occupational competenceand educational credentials.

This study takes the latter perspective and examines ways to expand lifelong education, focusing on vocational education of adults. Although lifelong education encompasses learning from all stages of the life cycle, addressing all the stages including schooling is beyond the scope of a single study. Thus, this study is specifically focused on adult education, with a specific emphasis onincreased attention being paid to vocational education due to shortened cycles for skilled labor, polarization regarding skilled labor, or perceived threats oftechnology substituting human labor in the current waves of ‘the FourthIndustrial Revolution’.

Although a wide range of discussion is possible regarding the breadth and speed of technological change as examined in Chapter 2, what is evident is that the current technological changes have a huge influence on ‘work’ and the labor market. In particular, some evident changes include the previous linear structure of “schooling → entry into the labor market → retirement” changing into a cyclebetween work and education due to factors such as shifts in the demands for theskilled workforce or the substitution of jobs by machines. Moreover, another possible change may be that the polarization of workforce substitution andskilled labor can lead to intensified social inequality.

Amidst such changes, the importance of vocational education in adulthood is increasingly becoming emphasized as a way of increasing social equality. International organizations such as the OECD or World Bank have accentuated the importance of lifelong education from the framework of Inclusive Growth.ILO has also stated that lifelong learning is a universal right throughout all stagesof the life cycle.

Based on factor analyses of institutional factors related to lifelong learning using datasets of PIACC, the dashboard on Priorities for Adult Learning provided by the OECD, and national statistical data, policies implementing active investment in the labor market have been relatively consistent in increasing lifelong education participation rates while mitigating social inequalities in participation. On the one hand, the Republic of Korea has shown a relatively low rate of active investment in the labor market when compared to other countries, as well as showing large gaps in lifelong education participation according to income quantiles. On the other hand, the Republic of Korea shows relatively higher rates regarding employment security of full-time employees and lifelong education participation of employees working from a system of employment insurance. Even with limitations arising from difficulties in comparing international contexts and differences in how statistical data are collected in each country, theinternational comparisons in Chapter 3 confirms that the Republic of Korea has insufficient public support regarding lifelong education participation for the marginalized, resulting in gaps in lifelong education participation.

We examine the increased demands for lifelong education through changes in work and the labor market in the Republic of Korea, while also analyzing the limited provisional structure of lifelong education in Chapter 4. We address problems such as the separation of provisional systems, the limitations of employment-insurance-based vocational education and training, repercussions from higher adult education being operationalized separately from previoushigher education programs, and the difficulties of recognizing vocational education and training or professional expertise in the current recognition and validation system of lifelong learning. As many scholars have addressed in the literature, gaps in lifelong education participation based on gender and education attainmentco-exist. Our analysis shows that the problems rising from employment-insurancebasedvocational education and training are above all the causal factor for such gaps in participation.

In addition to international comparative analyses and discussions on the current statuses and debates regarding lifelong education in the Republic of Korea, Chapter 5 suggests the following policy tasks to expand lifelong education from the perspective of universal human rights for education throughout one’s life.

1. Lifelong learning needs to become positioned as a universal right for citizens, supported by public provisional structures for lifelong educationparticipation.

Amidst social changes that require continuous cycles between work and education, lifelong education is not a mere means of complementing formal education such as schools or increasing labor market outcomes. Rather, lifelong education is necessary to promote economic development and social integration, which makes public support for lifelong education an active initiative of socialinvestment.

First, regardless of how it may be called, it is necessary to introduce a ‘personal account’ that people can use throughout their life cycles. ‘Personal accounts’ are currently structured as an amalgam of lifelong learning accounts that record and manage learning experiences and vocational competency development accounts that actually provide financial support. However, an important caveat is thatfinances for ‘personal accounts’ should break away from the current method of employment-insurance-based funding to taxation-based or a hybrid of the two.
Moreover, the currently practiced Learning Leave System needs to be expanded from the purpose of expanding learners’ rights in terms of where and when they engage in learning.

Second, the current system of lifelong education governance, which is split between the Ministry of Education and the Ministry of Employment and Labor, needs to be integrated into one. This is necessary for a holistic process of lifelong education policy establishment or for collaborations between institutions and programs of lifelong education. A first option that can be considered is an inter-ministry organization directed by the Deputy Prime Minister for Social Affairs. Alongside inter-ministry collaboration in the central government level, tasks for the local level include 1) encompassing a wide range of institutions suchas local industries, committees, labor unions, civil society organizations, higher education ․ lifelong education ․ vocational education institutions, 2) predicting the workforce demands for a specific region, 3) invigorating governance for educating skilled labor, and 4) improving the system so that learners can readily obtain both educational and employment information.

Formal education has broken away from a narrow focus on training workforce for socioeconomic purposes. In line with this change, the goals of lifelong vocational education need to break away from the workforce training paradigmthat focused on highly professionalized expertise toward education conducive toconverging technologies. Moreover, such vocational education needs to bepropelled in relation to social protection and active policies in the labor market.
Higher lifelong education also needs to transform from the current system focused on traditional learners to become more inclusive to non-traditionallearners. Specific details will differ according to the characteristics of each higher education institution. Yet, public financial support for higher education institutions focused on vocational education, such as technical colleges, shouldbe increased. There is also a need to connect current vocational education and training institutions to related higher education institutions to utilize the infrastructure and enhance the levels of educational quality.

2. The following tasks need to be dealt with in order to match the demands and provisions of lifelong education.
In order to build an appropriate provisional structure of lifelong education to match the demands, which is expected to increase with the changes in work and the labor market, it is necessary to construct a monitoring system for information on skilled labor. A monitoring system that helps understand and predict changesin skilled labor will be a starting point for a comprehensive information system that include national/local/individual demands for skilled labor, information on how skilled a learner is and what kinds of educational opportunities are provided in relation to diverse skilled labor demands. Following aforementioned suggestions, higher and continuing education demands of adult learners need to be buttressed through measures such as 1) organizing various degree and non-degree curricula,2) providing lifelong education programs streamlined with the demands of thecommunity, 3) academic management and support in consideration of the traitsof adult learners, complementary educational programs or preparatory programsto assist adult learners.

3. Various forms of social recognition for the outcomes of lifelong education is necessary to expand participation.
For outcomes of lifelong education to be socially recognized especially in the labor market, the National Qualification Framework (NQF) needs to be improved as well as a need to expand institutional structures to validate and recognize a wider range of learning experiences. The NQF is important to connect learning to vocational qualifications; a comprehensive recognition of learning experiencesis important for the interchangeability between various types of learning. Efforts need to be put into NQF to systematize competency levels for higher education and above as well as to concretize actual competencies and vocationalqualification that is used in the workplace. For a comprehensive recognition oflearning experiences, quality management regarding recognition processes andstandards are necessary as well as professional development for personnel. Since the forms and contents of learning span a wide spectrum for lifelong education,it is crucial to continuously examine staff duty and curricula for recognizing learning,as well as securing professionals and evaluators to manage this process.

(출처 : Abstract 192p)

목차 Contents

• 표지 ... 1
• 머리말 ... 4
• 연구요약 ... 6
• 목차 ... 10
• 표목차 ... 12
• 그림목차 ... 13
• Ⅰ. 서론 ... 16
• 1. 연구의 필요성 및 목적 ... 18
• 2. 연구 내용 ... 21
• 3. 연구 방법 ... 23
• Ⅱ. 사회 변화, 사회적 형평성, 평생학습 ... 26
• 1. ‘일’의 변화와 평생학습 ... 28
• 2. 평생학습과 사회적 형평성 ... 36
• 3. 평생학습 참여 불평등의 제도적 배경 ... 44
• Ⅲ. 평생학습 불평등 영향 요인 분석 ... 52
• 1. 분석 모형 설정 ... 54
• 2. 평생학습 참여의 불평등: 제도적 요인 ... 62
• 3. 평생학습 참여의 불평등: 학습자 특성 ... 79
• 4. 개인 수준 변수별 평생학습 참여 격차와 제도적 환경 변수의 관계 ... 86
• 5. 소결 ... 93
• Ⅳ. 평생교육의 현황과 쟁점 ... 96
• 1. 평생교육 수요 변화 ... 98
• 2. 평생교육 공급 구조 ... 110
• 3. 평생학습 인정 체제 ... 124
• 4. 평생학습 참여의 불평등 ... 133
• 5. 소결 ... 139
• Ⅴ. 평생학습 확대를 위한 정책 과제 ... 142
• 1. 형평성 제고를 위한 평생학습 체제 구축 ... 144
• 2. 평생교육 공급과 수요의 연계 ... 155
• 3. 학력-자격-학습경험의 연계 ... 161
• Ⅵ. 요약 및 제언 ... 168
• 참고문헌 ... 176
• Abstract ... 192
• 끝페이지 ... 199