AHP 분석방법을 통한 감성심리 기반의 베이비부머 정책 우선순위 결정
A Study on the Priority of the Baby Boomer Policy based on Emotional Psychology through the Analytic Hierarchy Process
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초록
본 연구는 베이비부머 세대에 대한 사회적 관심이 높아짐에 따라 감성심리 기반의 자기계발, 자아실현과 같은 삶의 질적인 측면을 고려한 베이비부머 평생교육 요구 및 평생학습 지원에 대한 상대적 중요도를 파악하여 평생교육 지원 정책을 위한 시사점을 도출하고자 하였다. 베이비부머 세대를 위한 평생학습 지원의 최적 탐색을 위해 제1계층(상위기준) 2가지, 제2계층(세부기준) 6가지, 평가대안을 각각 5가지로 설정하였다. 제1계층에서는 어느 대안이 더 바람직한가의 문제인 ‘소망성’과 어느 대안이 더 실현가능한가의 문제인 ‘실현가능성’을 살펴보았고, 제2계층에서 ‘소망성’의 세부기준은 형평성, 대응성, 효율성으로 ‘실현가능성’의 세부기준은 재정적, 법․윤리적, 정치․행정적 실현가능성으로 각각 구분하여 설정하였다. 전문가 설문조사를 통해 베이비부머 정책 우선순위 분석을 실시한 결과 베이비부머 세대를 위한 평생학습 지원은 ‘소망성(어느 대안이 더 바람직한가)’ 보다 ‘실현가능성(어느 대안이 더 실현가능한가)’에 더 큰 우선순위를 두고 있는 것으로 나타났다. 세부 기준 6가지 중에서는 ‘평생실천활동’에 대한 우선순위가 높았으며, ‘평생학습활동’에 대한 5개 평가대안의 상대적 중요도에서는 ‘직업능력교육(0.377)’, ‘시민참여교육(0.181)’ 순으로, ’평생실천활동‘에 대해서는 ’사회관계활동(0.200)‘,’사회봉사활동(0.161) 순으로 높게 인식하고 있는 것으로 나타났다. 연구 결과는 평생교육 요구를 구체화, 세분화하고, 상대적 중요도를 파악하여, 본격적인 노년기 진입을 앞둔 베이비부머 세대 평생학습 정책을 위한 기초자료 마련에 도움을 주었다는 점에서 의의가 있다.
Abstract
As the social interest of the Baby Boomer generation has increased, this study aims to derive implications for lifelong education policies by identifying the needs for baby boomers' lifelong education and support for lifelong learning, taking into account the quality of life aspects such as emotional psychology-based self-development and self-realization. In order to optimally explore support for lifelong learning for the baby-boomer generation, there were two types of first-tier (top-level), six-tier (bottom-level) and five-evaluation alternatives respectively. In the first layer, we looked at the question of which alternatives were more desirable, 'potentiality' and 'realisability', and in the second layer, the detailed criteria of 'realisability' were set up by dividing them into financial, legal, and administrative feasibility, respectively A study conducted by experts on the policy priority analysis of baby boomers showed that support for lifelong learning for the generation of Baby Boomers places a greater priority on the feasibility (which alternative is more feasible) than on the desire (which option is more desirable). Among the six criteria, the priority for 'lifestyle activities' was high, and the relative importance of the five assessment alternatives for 'lifetime learning activities' was shown to be higher in terms of 'employment skills education (0.377), 'civil participation education (0.181), and 'lifestyle activities' (0.200) and 'lifetime activities' (06.11). The research results are meaningful in that they helped shape and refine the needs of lifelong education, grasp the relative importance, and prepare basic data for the policy of lifelong learning of baby boomers who are about to enter their old age.
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