성인학습자들의 생애능력개발에 대한 인식 및 요구 분석

Abstract

Abstract

The purpose of this study was to search and analyze the realities and needs of life long education, the necessity and perception of life competencies and the difference of competencies on experiences of education to support life long education system for adult learners in Busan and Ulsan. In this study, we conducted a questionnaire survey of 234 adult learners living in Busan and Ulsan. The questionnaire was prepared by adapting those used in previous researches for the purpose of this study. Collected data were analyzed through frequency analysis, cross analysis and 2 test. The results of this study were summarized as follows. First, adult learners studied only 1 or 2 lectures in 1 year and their purpose was self-developing and getting a job. They perceived that life long education was very important to adults and appreciated an educational institution being managed by government or a self-governing body. They had difficulty to study because of housework and economic difficulties. Second, to the questions of necessity of life competencies adult learners thought that basic literacy competency and basic work competency were important, ‘Organization management competency’ was perceived relatively highly by women. Late fifties perceived that professional Job is in important. The adult learners who had educational experience perceived that life long education was important than the others who didn’t have experience. Third, according to the results of surveying how to develop life competencies adult learners wanted that the government support ‘basic literacy competency’ participation. Adult learners perceived that self directed learning and capacity of management are poor competencies. And they perceived that the government support adult learners who has economical difficulty. Fourth, according to the result of investigating the adult learners’ ‘level of life competences’, They perceived that it was normal that ‘professional job’and‘job transition abilities’, ‘women’, ‘the middle aged and old’, ‘the unemployed’ and ‘low incomers’ perceived that they have poor level. Fifth, according to the results of 2 test for determining the statistical significance of differences in experience in lifelong learning among adult learner groups divided by their individual background, significant differences were observed in a few competencies(p<.05). Based on the results of this study, we derived and proposed four tasks to support life long education system for adult learners in Busan and Ulsan: ‘Establish national life long education system for poor learners’, ‘Develop necessary programs’, ‘Publicize the information and necessity of life long education for adult learners’, ‘Provide suitable programs for disadvantaged people’.