earticle

영어

The purpose of this study was a descriptive research on the analysis of the trends of lifelong educational policies in Korea, focusing the main policies of the lifelong education for the community development by analyzing the development, decision-making, and implementation of the related policies. Three research subjects are discussed in this dissertation. First, what were the progresses in the process of the development, decision-making, and implementation of the policies regarding to the Saemaeul Movement in the 1970s ? Second, what were the progresses in the process of the development, decision- making, and implementation of the policies for establishing lifelong education cities in the 2000s ? Lastly, what were the progresses in the process of the development, decision-making , and implementation of the policies with regard to the Saemaeul Movement in the 1970s and lifelong education cities in the 2000s ? This study analyzed the process of the development, decision-making, and implementation of lifelong education policies of Saemaeul Movement in the 1970s and lifelong education cities in the 2000s through the framework of a systematic analysis. To analyze the backgrounds, the development process, the effectiveness, and social reactions related to the lifelong education policies, documentary researches and interviews were mainly conducted. Case studies, an example of qualitative analytic method, were used as the basis of a systematic research to analyze materials and documents on lifelong education policies The main results of this research were as follows: First, although the Saemaeul Movement in the 1970s had the limitation of being a forward-policy of “new community making” led by the central government, in the viewpoint of lifelong education advocacy, it is ground-breaking for targeting adults, not school-age children, for it was an education program for the revitalization of local communities. As the local community education, it played a crucial role for prompting and influencing future lifelong education policies in Korea. Second, the project of establishing lifelong education cities in the 2000s aimed to establish education community in local areas. In the beginning, it was criticized for raising conflicts and tensions among relevant departments of the government over budgeting and policy-making ,which resulted in the failure for local communities to distinguish themselves as learning communities. Nevertheless, it should be noted for creating a new model for the cooperation between the central government and local communities. Finally, the analysis of the Samaeul Movement in the 1970s and the lifelong education policies for lifelong education cities shows that the process of education policy-making in the Saemaeul movement appears to use forward and backward mapping approach while education policies regarding lifelong education cities use the approach of backward mapping. Educational initiatives in the Saemaeul Movement were developed to satisfy the needs and desires of local residents to be enlightened and educated to adjust to political, social, and economic changes, but policies regarding lifelong education cities were carried out in a consortium of a local government, educational authorities, and universities in a community to develop customized lifelong education programs. Both the Samaeul Movement and policy-making to establish lifelong education cities show the forward mapping approach, which indicates a strong determination by the central government to carry out established policies. In the process of implementing policies, backward mapping approach was applied to both cases, and it indicates an effort to effectively implement policies customized to satisfy demands by education consumers in cities, local communities and institutions.

한국어

본 연구는 지역사회 개발과 발전을 위한 한국의 주요 평생교육정책의 추이에 대한 연구로 평생교육정책 개발ㆍ결정ㆍ집행 과정의 시대적 추이를 분석하는데 목적이 있다. 연구문제는 첫째, 1970년대 새마을교육의 정책 개발ㆍ결정ㆍ집행 과정의 특징은 어떠한가? 둘째, 2000년대 평생학습도시 구축을 위한 정책 개발ㆍ결정ㆍ집행 과정의 특징은 어떠한가? 셋째, 1970년대 새마을교육과 2000년대 평생학습도시 정책의 개발ㆍ결정ㆍ집행 과정의 추이는 어떠한 가이다. 연구방법은 1970년대의 새마을운동과 2000년대의 평생학습도시 정책의 개발ㆍ결정ㆍ집행 과정을 체제분석 구조에 의해 분석 하였으며 문헌연구와 면담조사 방법을 활용하였다. 연구 결과는 다음과 같다. 첫째, 1970년대에 펼쳐졌던 새마을 교육은 중앙정부 주도로 이뤄진 전 방향성 (Forward mapping approach)정책 결정으로 ‘마을 만들기’ 프로젝트라는 한계를 가지고 있었으나, 평생 학습적 시각에서의 새마을 교육은 성인들을 대상으로 한 실질적인 지역사회교육이었고 지역사회 발전을 도모했다. 이는 추후 정부의 지역사회교육에 대한 필요성과 관련법 제정의 단초가 되었다. 둘째, 2000년대 평생학습도시 조성 사업은 지역중심의 학습공동체 형성을 목표로 하였다. 초기에는 해당 부처마다 분절된 예산 편성과 정책 추진으로 학습도시별 특성화는 어려웠으나, 중앙 정부와 지방자치 단체가 협력해 나가는 전·후 방향성(Forward & backward mapping approach) 정책의 조화로운 추진으로 지역사회교육의 새로운 모델을 창출했다는 점에서 의미가 크다. 셋째, 1970년대 새마을 교육과 2000년대 평생학습도시의 평생교육정책을 정책 개발ㆍ결정ㆍ집행 과정별로 분석한 결과, 정책 개발과정은 새마을 교육의 경우 전ㆍ후 방향성 정책을, 평생학습도시 정책은 후 방향성(Backward mapping approach)정책 개발을 하였다. 새마을 교육은 당시 경제적ㆍ사회적ㆍ정치적 배경에 의한 계몽과 교육에 대한 강력한 주민의 욕구와 의지, 필요성에 의하여 개발되었고, 평생학습도시 정책은 지방자치단체, 지역교육청, 대학 등의 컨소시엄 형태로 특성화된 평생교육 프로그램을 개발하였다. 정책 결정과정은 두 개 정책 모두 전 방향성 접근 방식을 채택하고 있다. 정책 집행과정은 두 개 정책 모두 후 방향성 접근 방식이 적용되어 도시별ㆍ지역별ㆍ기관별로 수요자의 요구에 부응하는 차별화된 정책을 지향하고 있다.