발달장애인 평생교육과정의 OECD Education 역량 매핑 분석

A Research on Content Curriculum Mapping(CCM) between Lifelong Education Curriculum for Adults with Developmental Disabilities and OECD Education Learining Framework

연구 목적: 본 연구는 발달장애인 평생교육과정의 내용 요소 및 학습 목표에 나타난 OECD Education 2030 역량을 매핑분석하고자 하였다. 연구 방법: 발달장애인 평생교육과정의 6대 영역(기초문해교육, 학력보완교육, 직업능력교육, 문화예술교육, 인문교양교육, 시민참여교육)의 각 내용 요소에 서술된 학습 목표를 OECD Education 2030 역량의 5개범주 55개 하위역량의 분석의 틀로 분석하였고, 그 결과를 바탕으로 역량집중도와 역량포괄도도 알아보았다. 연구 결과: 발달장애인 평생교육과정의 6대 영역(기초문해교육, 학력보완교육, 직업능력교육, 문화예술교육, 인문교양교육, 시민참여교육)의 각 내용 요소에 서술된 학습 목표는 OECD Education 2030의 5개범주 역량 중 특정 역량의 편중 없이 대부분의 역량을 포함하는 것으로 나타났다. 역량집중도는 각 영역별로 그 특징에 맞는 역량으로 집중정도가 표현되었으며, 역량포괄도의 경우 되어 6대 영역 모두 보통이상의 포괄도를 나타내었다. 제언: 추후 의미있는 발달장애인의 평생교육과정 구성을 위하여 OECD Education 2030 역량 반영에 대한 내용이 논의될 필요가 있다.

The purpose of this study was to conduct a mapping analysis of the content elements and learning objectives within lifelong education programs for individuals with developmental disabilities, in relation to the OECD Education 2030 competencies. The study employed a methodology where the learning objectives described in each content element of the six domains (Basic Literacy Education, Academic Supplementary Education, Vocational Skills Education, Cultural and Artistic Education, Humanities Education, Civic Participation Education) of lifelong education programs for individuals with developmental disabilities were analyzed. This analysis was structured using the framework of the five categories and 55 sub-competencies of OECD Education 2030 competencies. Additionally, the study examined the concentration and comprehensiveness of these competencies. The study's findings revealed that the learning objectives outlined in each content element of the six domains within lifelong education programs for individuals with developmental disabilities encompassed a wide range of competencies from the five categories of OECD Education 2030 competencies, without significant bias towards specific competencies. The concentration of competencies was tailored to each domain's distinctive characteristics, and in terms of comprehensiveness, all six domains exhibited a level of coverage beyond the ordinary. For the purpose of structuring meaningful lifelong education programs for individuals with developmental disabilities in the future, the incorporation of OECD Education 2030 competencies should be discussed.