영국과 미국 대학의 성인계속교육적 기능 수행에 관한 비교연구 = A Comparative Study of Adult Continuing Education Undertaken by Universities in England And the United States
저자
이규환 (사범대학 교육학과)
발행기관
학술지명
권호사항
발행연도
1992
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
5-34(30쪽)
제공처
소장기관
Opening of university is carried out positively in England and in the United States in order to undertake adult-continuing-education as one of its social service functions. This has a great significance in that it lights on the possibility of the idea of lifelong education in reality, for the opening, the opening of the university means, in essence, to adopt an open admission system, partially or totally, in order to give greater opportunities to working youths and adults for higher education. Open admission means equal access for higher education, even for those individuals whose previous academic performance and low social economic status would not ordinarily give access to high education institutions. There seems to be two categories: one category is to undertake formal higher education for adults and the other is to perform non-formal continuing education for them. The characteristics of the open category for formal higher education are that no formal academic qualifications as a student are necessary for registration and that study courses prepare for academic degrees or professional certificates. The Open University of England is one representative institution which undertakes formal higher education, though it is basically a correspondence university.
In universities of England and the United States, adult continuing education has been actively undertaken since the 1960s, though there have been pro and con arguments regarding it. All the older universities and most of the new ones in England have department of adult education or extra-mural study centers instituted with a view of giving learning opportunities to community adults. In the United States, universitiy activities for adult continuing education are very active too. In this country, "Lifelong Education Act" was enacted in 1976. By this act, young and elderly adults are duly guaranteed with their learning opportunities not only at adult education institutions, but also at regular higher education institutions.
On the basis of my comparative study of adult continuing education undertaken by universities in England and the United States, the following conclusions can be made.
First, university extension works of both England and the United States were initiated by conscientious individuals who understood the changing socio-economic situations well. In England, the universit y extension work was pioneered by James Stuart of Cambridge University, whereas, in the United States, it was pioneered by Benjamin Silliman of Yale University. In the former, the developmental policy of university extension work was promoted voluntarily by the individual authority, whereas, in the latter, such a policy was motivated by the grants provided by the Federal Government according to the Morril Act and the Smith-Lever Act.
Second, in formulating adult continuing education programs, liberalism is more strongly reflected in English universities than in American universities. In England, to formulate the universitys programs in partnership with the Workers Educational Association and other labour organizations is a rule, whereas, in the United States, the university tends to formulate: its programs independently of workers organizations. It can be said that the adult continuing education undertaken by the American universities tends to be conservative, whereas it tends to be liberally oriented in the English university. Generally, adult education programs of American universities are oriented toward forming a "good citizen", corresponding well to the existing social order based on the American democracy.
Third, there is a similarity in terms of diversification of programs for adult continuing education undertaken by universities in England and the United States. In English universities, such different courses as university extension, social education to train social workers, training adult education leaders, and special education to train workers for physically handicapped adults are provided. In American universities, courses for noncredit students and credit students as well as for vocational skills are prepared.
Fourth, it can be said that adult continuing education is better institutionalized in English universities than in American universities. In the former, such customary names as center for university Extension, Extra-Mural Studies and Center for Continuing Education were changed to that of Department of Adult Education or Department of External Studies equal in status to Department of Political Science or Department of Educational Studies. Accordingly, management expenses for adult continuing education are to be appropriated from the regular university budget. However, in American universities, Department of Adult Educations equal statue to that of traditional departments of academic disciplines was not instituted, and there exist such institutions named as Center for Adult Education, Division of University Extension, or Center for "Continuing Education", occupying the peripheral status in the university world.
Fifth, a difference can be recognized in the organization as well as in the status of the open university of the two countries where open learning is put into effect. The Open University of England was founded with the royal charter and is equal in status to that of traditional universities. It is the only unified grand university for working youths and adults, attempting "open learning" in England. However, in the United States, there is not any university which exclusively function for adult continuing education. In this country, there are several open universities operating as associated units organized by a group of traditional universities on the basis of regional divisions. The University of Mid-America and the University Without Wall are the representative open universities of such a category in the United States. It can be said that cultural, administrative, and geographical factors made such differences in organization, management, and status of open universities in the two countries.
Sixth, one difference between English and American universities can be in the payment of tuition fees for adult education. In American universities, it has been a rule for adults to pay tuition fees for educational programs sponsored by the universities. Generally, American universities collect tuition fees from adult learners on the assumption that fees should be borne by beneficiaries, whereas English universities do not collect tuition fees from workers. Their fees are paid by the Workers Educational Association or other labour organizations. It can be said that continuing-education for working adults undertaken by English universities is being undertaken as a part of social welfare programs.
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