In this study, I considered if there is some difference in the satisfaction level with participation in lifelong education according to the personal background feature and the participation feature in lifelong education of international marriage immig...
In this study, I considered if there is some difference in the satisfaction level with participation in lifelong education according to the personal background feature and the participation feature in lifelong education of international marriage immigrated women in the real state that the study on the satisfaction level with participation in lifelong education of international marriage immigrated women is insufficient and verified it empirically. It is also in the situation that the necessity of lifelong education of international marriage immigrated women newly rearing up as the estranged class from education recently is emphasized, therefore, the goal of this study is to practically investigate and analyze the participation satisfaction level in lifelong education according to the personal background feature and the participation feature in lifelong education of international marriage immigrated women and provide the basic data and information necessary for the lifelong education program development.
The method for collecting data of this study was conducted for 9 days from Nov.1, 2007 to Nov. 9, 2007, and I visited 6 educational centers directly and collected data. By considering that the research subjects are foreign women, the questionnaire was written by translating into Chinese, Vietnamese and English that are native languages of Chinese, Vietnam and philippines women that occupy the most percentage in the international marriage immigrated women. Total 110 questionnaires were collected. The collected questionnaire conducted the analysis of frequency, T-test and ANOVA by using SPSS 12.0 statistical program.
The research results of this study are as follows: First, the result of considering the difference in the participation satisfaction level in lifelong education according to the personal background feature of international marriage immigrated women showed that there was a considerable difference in the age, educational background, marriage period, yes or no of domiciling with parents in law, and there wasn't any considerable difference in the nationality, job, monthly income, yes or no of children, Korean language ability.
Second, the result of considering the difference in the satisfaction level with participation in lifelong education according to the participation feature in lifelong education of international marriage immigrated women showed that there was a considerable difference in the participation organization, participation period, participation program, and there wasn't any considerable difference in the participation motive.
The conclusions drawn from this results are as follows: First, it is necessary to develop lifelong educational program that the personal background feature of international marriage immigrated women was considered, and it is also necessary to dispatch the lifelong educator who can reflect the educational needs of international marriage immigrated women well and accomplish mediator roles well. Second, in lifelong educational organizations, as the international marriage immigrated women have higher satisfaction level with the participation in lifelong education at school, it is necessary to dynamize the lifelong education of local school and extend the chance of lifelong learning for international marriage immigrated women to have happy life by strengthening the competency of international marriage immigrated women and improving adaptability to life in Korea. Third, as longer education period means higher satisfaction level with participation in lifelong education, it is necessary to conduct steady instead of disposable education at the time of operating program for international marriage immigrated women. Fourth, as most of international marriage immigrated women have higher satisfaction level with participation in lifelong education on language education program, it is also necessary to develop and provide high qualitative and various language education program and consider learning teaching materials.
In the future, international marriage immigrated women will live as our own people that aren't foreigners anymore in Korea and a wife and a mother of a child, and the number of international marriage immigrated women will keep increasing. Therefore, it is necessary to continuously provide institutional support for international marriage immigrated women in various ranges including education, welfare and culture, etc.. and it is also necessary to strengthening their competencies able to solve the problems of their own lives for themselves through learning by making them to participate in lifelong education actively.
본 연구에서는 국제결혼이주여성의 평생교육참여 만족도에 대한 연구가 미비한 실정에서 국제결혼이주여성의 개인배경특성과 평생교육 참여특성에 따라 평생교육참여만족도에 대한 차이...
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