우리나라 老人敎育의 現狀 및 效率的方案 摸索에 관한 硏究

Abstract

This study is intended to identify the reality of old-age education and probe the plan for efficient old-age education. The summary and conclusion of them are as follows ; Firstly, when an attempt was made to identify the reality of old-age education, it was revealed that there are 667 schools for the aged and the number of elderly students in those schools for the aged all over the country accounts for 38,192 old people. Then, the number of elderly students in 236 schools for the aged in Seoul amounts to 38,192 old people, which indicates that the number of elderly students and the number of schools for the aged are occupying the majority of that across the country, respectively. This is related to the fact that the elderly in the urban areas have a higher level of education than the elderly in rural small-town areas and lead a more open life than them. And it was revealed that it is because the content of old-age education is not diverse to an extent that it induces male old people with high education level to participate in the school for the elderly that female old people mostly attend the school more than male old people in terms of the proportion of attendance by sex. Secondly, the affair of guidance on old-age education has been transferred from the Ministry of Education to the Ministry of Health and Social Affairs in 1990. The Ministry of Health and Social Affairs has provided for the independent guideline for the operation of classes for the aged according to the Old-age Welfare Law, but it is thought that old-age education is treated as cultural courses for the maintenance of mind and body, health and recreation of the aged, which curtail the scope of old-age education activity as part of social education. Thirdly, teaching materials for the aged in the school for the elderly are not systematically organized. The "Old-age Life" megazine that the Korea Old-age Association has begun to publish in 1982 has been distributed and used in the schools for the aged all over the country, but this has been confined to the branch offices of the Korea Old-age Association. On the other hand, it was revealed that teaching materials for the aged in other schools for the aged have been organized by school operators or instructors. Fourthly, the educational content of the school for the aged includes knowledge and living information concerning, pocket money, property management and retirement life, prevention and treatment of diseases at senescence, hobby activities such as art, music, dance and tour, current affairs with the change of society, the role of the aged in the home, and the like. Since these educational contents are not enough to meet the requirement for economic self-sustenance of the aged population that is contiuning to increase, a necessity for education is required that is related to income-generating work, such as education for reemployment and occupational change. The current number of the aged between 65 years & over of age is in excess of three million people, who constitute the great population, and the number of the well-educated elderly population is gradually increasing. To accommodate the elderly population with higher scholastic background, it is necessary to probe a productive role of the aged through the close contact between generations rather than education separating generation groups or age groups and to provide the aged with the specific education conducive to neighbors and society. Fifthly, the curriculum of the generation community aims to modify the negative prejudice of the youth toward the aged by getting the youth to attend the curriculum. A necessity for the expansion and development of the curriculum of the generation community is required in this regard. Experience in education on the generation community tell them that the factor of the individual difference of opinions such as the psychological aspect of and the condition of health of the aged acts as the critical variable to determine aging rather than the wholesale and objective criterion referred to as age. This education experience should take into consideration the common concern felt by several generations, the subject for the experience of each generation to be able to contribute to each other, a diversity of educational needs of participants, and actual association, because several generations panticipate in the educational experience. It was revealed that the curriculum of the generation community has put to a practical use the accummulated experiences and abilities of the elderly and extended the range of old-age education to education for the elderly, education of the elderly and education by the elderly.