농생명산업 진로체험처로서 농촌교육농장 실태분석 - 농촌교육농장주 진로체험 역량을 중심으로 - (Analysis of the Current State of Rural Education Farms as Career Experience Centers for the Agricultural Life Industry)

서지정보

· 발행기관 : 한국지역사회생활과학회
· 수록지 정보 : 한국지역사회생활과학회지 / 32권 / 4호 / 695 ~ 713페이지
· 저자명 : 채혜성, 박수진, 황대용

초록

This study attempted to diagnose the status of rural education farms which act as agricultural life industry career experience centers for young people in rural areas and to formulate action plans for their development. First, the major issues of competency required for career experience in the agricultural life industry were divided into “rural experience products”, “computers” and “active”. Each of these performance criteria was classified into a knowledge domain (23 competencies), a technology domain (11 competencies), and an attitude domain (29 competencies). Next, the results of a comparative analysis of the operation status of general experience and career experience in rural education farms showed that 77% of the survey subjects had some operating career experience. As for career management experience, 69.1% of them had less than 5 years of experience. A review of the number of annual visitors revealed that 62.4% of the farms had less than 500 people seeking career experience, and 63.6% had 501-5,000 people for general experience, showing a significant difference in the scale of operation.
The implications for the development of agricultural life industry career experience based on the rural education farms are : 1) It is necessary to acquire new knowledge that responds to changes 2) It is necessary to technically prepare a teaching method suitable for the youth namely middle and high school students, that is, youth 3) A systematic basis should be prepared for actively utilizing the knowledge base that rural education farms have built up through experiential activities. This study served as an opportunity to confirm the positive potential of rural education farms as a place for field study and career experience in the agricultural life industry for young people in rural areas.
Ultimately, this could be meaningful as a basis for preparing policies and systems linking agriculture and education to the future generations' career exploration and advancement in the agricultural life industry, which currently lacks innovative talent.

영어초록

This study attempted to diagnose the status of rural education farms which act as agricultural life industry career experience centers for young people in rural areas and to formulate action plans for their development. First, the major issues of competency required for career experience in the agricultural life industry were divided into “rural experience products”, “computers” and “active”. Each of these performance criteria was classified into a knowledge domain (23 competencies), a technology domain (11 competencies), and an attitude domain (29 competencies). Next, the results of a comparative analysis of the operation status of general experience and career experience in rural education farms showed that 77% of the survey subjects had some operating career experience. As for career management experience, 69.1% of them had less than 5 years of experience. A review of the number of annual visitors revealed that 62.4% of the farms had less than 500 people seeking career experience, and 63.6% had 501-5,000 people for general experience, showing a significant difference in the scale of operation.
The implications for the development of agricultural life industry career experience based on the rural education farms are : 1) It is necessary to acquire new knowledge that responds to changes 2) It is necessary to technically prepare a teaching method suitable for the youth namely middle and high school students, that is, youth 3) A systematic basis should be prepared for actively utilizing the knowledge base that rural education farms have built up through experiential activities. This study served as an opportunity to confirm the positive potential of rural education farms as a place for field study and career experience in the agricultural life industry for young people in rural areas.
Ultimately, this could be meaningful as a basis for preparing policies and systems linking agriculture and education to the future generations' career exploration and advancement in the agricultural life industry, which currently lacks innovative talent.

참고자료

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