통계청은 유네스코 국제표준교육영역분류(ISCED-F, 2013)를 기반으로 국제비교가 가능하면서도 한국의 교육현실을 반영한 한국표준교육분류(영역)를 제정하여, 이를 2018.1.1.부터 시행하고 있다(통계청, 2016.9b). 이에 본 연구는 평생교육통계의 유용성과 활용성을 제고하고, 평생교육통계와 유관통계 간 비교가능성을 높이기 위해 평생교육 통계조사의 한국표준교육분류(영역) 적용 방안을 마련하는데 목적이 있다
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Ⅰ. 서론
1. 연구의 필요성 및 목적 ··························································· 3
2. 연구 내용 ················································································ 6
3. 연구 방법 ················································································ 7
Ⅱ. 선행연구 분석
1. 통계청 한국표준교육분류(영역) 체계 ···································· 11
2. KEDI 평생교육 프로그램 분류체계 ······································ 13
3. 분류체계 간 연계매칭 ·························································· 17
Ⅲ. 평생교육 프로그램 분류와 한국표준교육분류 (영역) 간 연계·매칭 방안
1. 평생교육통계 기관조사의 한국표준교육분류(영역) 적용 방안····························································································· 23
2. 평생학습 개인실태조사의 한국표준교육분류(영역) 적용 방안····························································································· 66
Ⅳ. 평생교육 프로그램 분류와 한국표준교육분류 (영역) 간 연계 시스템 및 DB 개선 방안
1. 평생교육통계 시스템 현황 분석 ··········································· 81
2. 한국표준교육분류(영역) 적용을 위한 평생교육통계 시스템 개선 개념설계안 도출 ··························································· 89
Ⅴ. 요약 및 제언
1. 요약 ······································································