평생교육사의 역할 분석과 위상 제고 방안

A Plan to Enhance the Position of Lifelong Educators

본 연구는 평생교육사의 위상 정립을 위해서 그들을 대상화하는 것이 아니라, 주체가 되는 접근을 통해 주체들간의 관계성 차원에서 방안을 모색해보고자 하였다. 그 동안의 평생교육사에 대한 접근은 ‘양성-배치-연수’의 방법으로 평생교육의 핵심 주체인 평생교육사를 대상화하는 관점에서의 접근이었다. 물론 이러한 접근을 통해 평생교육사 제도의 기초를 다지고 강화하는데 크게 기여하였지만, 평생교육사를 주체로 보기보다는 대상화하여 하나의 제도로 인식하게 만드는 경향이 있어왔다. 또한 평생교육사익 직무에 너무도 많은 짐을 지워주고, 문제가 있는 것은 평생교육사 그들의 전문성 부족 탓으로 돌리는 경우도 없지 않았다. 본 연구는 평생교육사의 문제를 각 주체들간의 역학 관계를 발전 시켜나가는 입장에서 평생교육사의 포지셔닝, 임파우어링, 네트워킹을 제안하였다. 평생학습사회에서 평생교육사의 위상은 어떠한가? 그들은 전문가인가? 그들에게는 어떠한 비전이 있는가? 그들에게 힘을 실어줄 수 있는 방업은 무엇인가? 그들이 전문가라면, 그들에게 요구하는 만큼 인정되는 권위와 보상은 따라가는가? 평생교육사에 대한 논의가 제자리를 찾을 때에야 비로소 평생교육 주체들간의 균형 발전을 통한 평생교육의 발전을 기대할 수 있을 것이다.

This study attempted to discover the plan to establish the position of lifelong educators, not by objectifying them but by approaching them in the dimension of connection with subjects. The approach to lifelong educators so far was through the 'cultivation-disposition-training' method, which was the approach in the point of view that objectifies them, who are the key subjects of lifelong education. Of course this approach contributed to strengthen and reinforce the basis of lifelong educator system. However, there has been a tendency that regarded lifelong educators as objects rather than subjects, and made them considered as a system. Also, it put much burden on the tasks of lifelong educators and often blamed short of their professionalism when something was wrong. To enhance the position of lifelong educators, their subjective efforts and the supports of other subjects' around them are needed simultaneously. In order to enhance the position of lifelong educators, first of all, their current position has to be made clear. Based on it, they should be empowered as an organization that introspects and grows by itself. Furthermore, it is necessary to try to expand networking among organizations. The position should be expanded through 'connection-centered' thinking with other subjects around lifelong educators, and at the same time profession community culture and ethics should be formed, so that they can overcome the limit to be approved as a professional job. The matter regarding the position of lifelong educators doesn't depend on the system made by other subjects in the outside. Also, lifelong educators should suggest their needs by themselves, rather than just receive training provided by other subjects. They should create their own demands and confirm whether the demands are necessary for them, and then promote them. However, in the process, any ideology or behaviors must not be excluded when plural values of other subjects in lifelong education conflict with each other.