207

141 24

A Study on the Education of the Third Age in Korea

Abstract The education of the elderly in Korea is undertaken positively, mainly by agencies specisalizing

in Third Age education, by educational institutions such as universities and organizations at the local authority level, and also by social and religious groups.

However, it is a problem for Third Age education in Korea that there is strong prejudice against the education of the elderly, it is thought that only religious or social organizations must deal with them; whereas programs for preschool education, youth education, adult education, women’s edu-cation have been established by many organizations. This very limiting idea needs to be eradicat-ed.

Third Age education should be done, firstly, as a form of education in which elderly people play a main role while interacting with young people (“by the elderly people”). Secondly, it should be an education of which elderly people become main targets (“of the elderly people”). Thirdly, it should be an education of which elderly people are the recipients (“for the elderly people”). The interaction with young people is vital for getting rid of prejudices in future.

The lack of social interest in programs for Third Age education, the monotony of the programs and the shortage of experts in Third Age educational institutions, all mean that Korean society is now unable to realize the potential educational desires of elderly people.

In addition, I propose the incorporation of Third Age educational institutions into ordinary edu-cational institutions, as “The Law of Lifelong Education”. it is not only Specialized Agencies for the education of the elderly, but a variety of programs must be established based on a legal infra-structure that can be run in various institutions managing Third age educational programs by tak-ing legal measures to follow Third Age education organizations.

Institutional reforms that make it possible for the elderly to contribute to society must be under-taken in order to guarantee Third Age education in future in Korea. It is a right that is important to the elderly.

21

���

��������������������������������������

208

1973 OECD

OECD

1950ageing

educational gerontology

McClusky, H.Y.1

1) Coping Needs

2) Expressive Needs ���

��������������������������������������

209

3) Contributive Needs

4) Influence Needs

5) Transcendence Needs

educational gerontology 1978Lebel, .

gerogogy · Gwen yeoeldergogy

education and ageing

pedagogy andragogy

Jarvis,P.1990

2

S.Kade,2001

3 ���

��������������������������������������

210

19854.09 1995 3.34 2005 2.88

3 1985 14.9 2005 6.92005 16.2

2008 16.5 2010 18.470

201039 61

1994 28.5 2008 34.5 200930.1 2010 29.4 OECD 36.2 2

4)

5)

life-span development

80 4 1���

��������������������������������������

211

WHO 65 65 7475 7%

14% 2004 19.5%

205039

2010 198162.3 70.5 2010 76.2 82.6 2020

78.2 84.4 200710 65 481 9.9%

2018 14.3% 2026 20.8%6

1 115 7324 aging society aged society

18 super aged society 50 39 12

8

1

7% 14% 20% 7% 14% 14% 20% 1864 1979 2018 115 39 1927 1988 2006 61 18 1929 1976 2026 47 50

1932 1972 2009 40 37 1942 2015 2036 73 21

1970 1994 2006 24 12 2000 2018 2026 18 8

2006���

��������������������������������������

212

2004 OECD1.15 (2.05) (1.29) (1.90) OECD

2 1 2005

20091.149 2020

OECD

2015 63 2020 1527

OECD 2008 2050 OECD (4.2 2.1 ) 2.81.2 (3.0 1.5) 3.0 1.6 (3.5 1.9) 4.7 2.6

6.3 1.5 OECD 28

1

���

��������������������������������������

213

2

2000 1.47 1.36 2.06 1.87 1.38 1.26 1.64

2003 1.18 1.29 2.04 1.87 1.34 1.29 1.71

2004 1.15 1.29 2.05 1.90 1.36 1.33 1.77

2005 1.08 1.26 2.05 1.92 1.34 1.32 1.79

2006 1.12 1.32 2.10 1.98 1.33 1.35 1.84

2007 1.25 1.34 2.12 1.96 1.37 1.38 1.90

2008 1.19 1.37 2.09 2.00 1.38 1.41 1.96

2009 1.15 1.37 2.01 1.99 1.38 1.41 1.94

OECD Society at a Glance 2011

OECD

1978 9

19821996

1996 1995 21

1997

3���

��������������������������������������

214

4

10

22

1999

21

1999 11 2121

21

123 Elderhostel

456

7 10

2001 12 5

5

11���

��������������������������������������

215

12

13

2007 1214

3

credit bank system 14

KEDI 60 200554.7 46.8 22.0

15 2007 613912.2 16

1

19651970

1972 101973 9 ���

��������������������������������������

216

21978

1981

32002 5

31 353

2004152

4

2005506 71

14719

1,000

525

55���

��������������������������������������

217

2001 6

135 22003 11

90 41 2 17

2007 KEDI

for the old people of the old peopleby the old people

���

��������������������������������������

218

65 41.518 ( )

productive & active aging

human resource

���

��������������������������������������

219

1 McClusky,H.Y. Education(Report for 1971 White House Conference on Aging).U.S.Goverment Printing Office,1971.

2 Jarvis, P. (1990). Trends in Education and Gerontology. Educational Gerontology. 16(4). pp401-410.

3 Kade, S. (2001). Selbstorganisiertes Alter: Lernen in "reflexiven Milieus". Bielefeld.

4

5 2006 2000 65 14.4 4.1

8.0 12.3 1.2 5.4 2005 19.2

6.2 11.4 15.0 2.0 7.2

6 http://kostat.go.kr/nso2009/intro/smain1.html

7 Society at a Glance 2011 - OECD Social Indicators

8 :2005-2020 2005

9 1948 8 11 4 1990 12 27

2001 1 29 2008 2 29

10

11 2002 pp.587-595

12 1949 1970 1977

1979

13

4 1999

14 1995 5 1997 1

2 1998 1999 2000

15 (2008-2012) 2008 3 p33

16) 2007 PP 150 160

17 4 270

1 4 180

2 90

60

18 http://blog.naver.com/hi_nso/130115196362

���

��������������������������������������

220

1. 21 1999

2. 2002

3. (2000-2005)

4. 2005 2006

5. 2006

6. OECD 2 2008

7. OECD 2009

8. 2009

9. 2009

10. 2010

11. Jarvis, P. (1990). Trends in Education and Gerontology. Educational Gerontology. 16(4). .

12. Sherron, R.H. & Lumsden, D.B.(1990) Introduction to Educational Gerontology. 3rd Ed. NY: Hemishere Publishing Corp.

13. Kade, S. (2001). Selbstorganisiertes Alter: Lernen in “reflexiven Milieus”. Bielefeld.

14. Society at a Glance 2011 - OECD Social Indicators.

24 3 29

���

��������������������������������������