This study analyzes disadvantaged groups' lifelong education condition in the Lifelong Learning Centers along with their participation, achievements, and preferences for institutions, tutors, and courses with a view to improving such educational condi...
This study analyzes disadvantaged groups' lifelong education condition in the Lifelong Learning Centers along with their participation, achievements, and preferences for institutions, tutors, and courses with a view to improving such educational condition.
To that end, firstly, 21 persons in charge were asked of the lifelong education conditions in the Lifelong Learning Centers established by Jeollanamdo Office of education. Secondly, additional 301 attendees from disadvantaged groups - the disabled, the elderly, the less-educated, and migrant women - were surveyed.
The data was processed, using SPSS 20.0, through frequency analysis, descriptive statistics, crossover analysis, and One-way ANOVA. For group comparison, Duncan's new multiple range test (MRT) was conducted as post hoc analysis.
The conclusions of the analysis are as follows.
First, research on the lifelong education operations provided by the Lifelong Learning Centers found that the participation rate of disadvantaged groups, compared to the overall attendees, marked 41.0% at Public Libraries, 33.5% at Lifelong Education Centers, and the lowest rate of 1.4% at the Education and Culture Center. The Education and Culture Center, besides, allocated only 0.1% of the total budget to the lifelong education with no state aid from government or local authorities. Public libraries and the Education and Culture Center had few professional Lifelong Learning Educators, if any, but mostly part-time tutors rather than full-time. Whereas 66 courses were run for the elderly, the disabled, the less-educated, and migrant women had only a couple of courses in operation. Course completion rate reached 79.8%; 49.0% of the attendees acquired qualifications but there were no qualification courses for disadvantaged groups.
Second, as for the disadvantaged groups' participation in the Lifelong Learning Centers, there were 76 disabled, 76 elderly, 78 less-educated, and 71 migrant women participants. Of the entire disadvantaged-group attendees, the highest rate of each variable type was marked by: 245 females with 81.4%, outnumbering the male, as was the case with each disadvantaged group; those aged under 40 with 33.2%; 115 graduates from elementary and middle school as their final academic degrees with 38.2%; 207 married persons rather than singles with 68.8%. Many of the disadvantaged depended, as the main source of income, on their occupations and others. Plus, 164 of them (54.5%) used Public libraries, which was the same case with each disadvantaged group.
The motives to take part in the lifelong education differed as in 30.3% of the disabled looked for liberal arts and personal development together with healthcare (28.9%); 35.5% of the elderly, learning itself; 74.4% of the less-educated, academic degrees; 42.3% of migrant women, certificates to transfer or get a job. The disabled and migrant women who had been participating less than a couple of years, using public transport, ranked the highest rate in participatory period while less than 30-minute journey of the disabled, the elderly, and the less-educated was the highest in the average time. All the disadvantaged groups answered that the well-organized programs were the reasons to participate in. As for the program category, the disabled and the elderly favored the culture and arts, the less-educated, education upgrade, and migrant women, vocational training.
Third, analysis on disadvantaged groups' preferences for institutions, tutors, and courses revealed that migrant women marked the highest point (M=4.21, SD=.456) with meaningful differences. Duncan test showed meaningful differences between two groups of the less-educated and the disabled, the elderly, and migrant women. In the subdomains of preferences for institutions and tutors, migrant women was the highest whereas preference for course was the highest among the elderly. In contrast, the preferences of the less-educated turned out to be the lowest in all the subdomains of institutions, tutors, and courses, which showed meaningful differences as well.
Fourth, the academic achievements of disadvantaged groups were above the average (M=3.76, SD=.699) with the elderly the highest and the less-educated the lowest. Duncan test, post hoc analysis, indicated meaningful differences among the groups of the less-educated, the disabled, and the elderly. In the subdomain of the quality of life and the social activities, the elderly ranked the highest and the less-educated, the lowest with meaningful differences.
이 연구는 지역사회 평생교육의 구심축으로서 기능과 역할을 수행하고 있는 평생학습관의 소외계층 평생교육 실태는 어떻고, 소외계층의 특성에 따른 평생학습관 이용실태와 기관, 강사, ...
|
