평생학습의 새 패러다임

Abstract

본 연구의 목적은 우리나라 평생학습의 세 개의 영역(교육, 훈련, 지역)이 각각 어떤 방식으로 평생학습의 이념을 구현하고 있는가를 살펴보고 영역내, 영역간 연계체제의 작동 조건을 제시하여, 모든 사람이 언제 어디서든 학습할 수 있는 새로운 패러다임의 평생학습체제를 구축하는 데 있다.

The purpose of this study is to bring forth ‘New Paradigm of Lifelong Learning’ on the basis of the critical investigation into the historical development process of lifelong learning and the actual condition and demand of lifelong learning. As representative international bodies of lifelong learning, UNESCO has focused on lifelong learning from the aspect of the self-fulfillment while OECD has placed an emphasis on the continual training of vocational capability. Under the influence of these mainstreams, lifelong learning in Korea has evolved from social education through lifelong education to lifelong learning. As ‘The survey on the actual condition and demand of lifelong learning’ indicates, lifelong learning at current stage presupposes the dichotomy between school education and lifelong learning, fails to encourage workers to various kinds of learning and can not produce lifelong learning models reflecting local characteristics. Careful attention to lifelong learning laws and systems of America, Japan, Sweden and France as leading countries in this area, tells the necessity of building partnership between organizations in charge of lifelong learning practice, extending the concept of learning at work, and imposing the heavy responsibility to support employee's learning on employer. With these consideration, new paradigm of lifelong learning arises from the unfailing belief that life in itself is learning. And it has three key bases to carry out this belief into practice, which are school, enterprise and local community. In new paradigm, school should be ‘lifelong learning-friendly’ and universities should have strategies to get near to adult learners. And enterprise should turn to ‘lifelong learning-enterprise’ which builds the infra to support worker's lifelong learning. Finally, organizations in charge of lifelong learning practice should be in harmony especially in policy-making and finance-handling and government should turn over the initiative to local communities. This desirably gives expression to lifelong learning models reflecting local characteristics and demand.