한국 대학 평생교육의 역할 정립 및 발전 방안 연구

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 28권 / 3호
ㆍ저자명 : 성낙돈

목차

Ⅰ. 서론
Ⅱ. 대학 평생교육의 역사와 전망
Ⅲ. 한국 평생교육의 현황과 성과
Ⅳ. 한국대학 평생교육의 문제와 과제
Ⅴ. 한국 대학 평생교육의 전망과 발전 방안
Ⅵ. 결론 및 제언
참고문헌
ABSTRACT

영어 초록

This study investigates the value and the role of university extention education in Korea The study also reveals the means to improve such roles in the lifelong education perspective. To achieve the purposes, major university extension educations services or adult education activities were critically examined and evaluated.
Such view that universities should possess the central role in the development of lifelong education is to be held relevant in most industrialized countries. The role of universities are critical in the practice of lifelong education by managing various informal(degree-or credit-free) courses for non-traditional adult students.
The practice of university-based lifelong education activities were actively introduced in the eighties. Especially, private colleges or universities in large cities aimed to distribute higher education programs and its equivalents to, among others, middle class women, This herald. the change in the traditional view of education and university in the eighties and thereafter. University is a key station in the system of lifelong education.
The aims and the effects of university extension education in Korea are considered positive by clients as well as educators. Despite its short history, university continuing or adult education has made significant contributions. Unique opportunities for sound high-level education are offered via extension departments such as school of adult education or institute for lifelong education. The potential role of university extension departments in the development of lifelong education policies in Korea is thus not to be underestimated. The university is central in forming a national system of lifelong education.
Various innovations are to be promoted, however, in order to advance university's role in the system of lifelong education. First, traditional view of university needs to be overcome. By this is meant that lifelong education perspective should be rightly recognized and adapted in the total system of university. Universities are in the position to deepen and expand the needs and the horizens of higher and/ or adult education needs. In this regard, professors-especially top administrators-have special roles to take the initiative.
Second, the category of clients need to be extended. Those who are to be served by the university should not be limited to traditional realm of young students. Adults over 20 are also anxious applicants for higher education. Moreover, adults are generally vigorous learners motivated by a variety of needs. University has therefore reasons to operatednon-traditional courses which are not necessarily considered university courses. University serves better the adult students by catering to the non-traditional learners' essential needs.
Third, the current position of extension departments need to be boosted. In most universities, adult education departments or institutes are of limited or marginal nature. Unless they hold fully independent authority, their educational significance should stay minimal. Extension departments should be offered the status and the support up to the level which other academic administrative units enjoy.
Fourth, the potential of university adult education can be flowered by the improved government role. Current policies held by ministry of education have various reasons to be corrected. University adult education is to be intervened by means of total and integrative policies toward universities. It should not be alienated and separately controlled form the backbone of university. The characteristic of ministry's intervention also needs to be changed. It should rather facilitate free and autonomous adult education activities than render unnecessary redtapes and controls.
Lastly, research activities and academic foundations for adult education need to be initiated and integrated into the total university's function. The theories as well as the techniques of adult education have to be developed in the university. Otherwise. the long-range perspective of lifelong education can neither be born nor be implemented.

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