사회적 포용 관점에서 고등평생교육 규범 고찰

Abstract

UNESCO's Convention on Recognition of Qualifications has been enacted and implemented at the regional and global levels to enhance the recognition and availability of individual learners' learning experiences and to promote international mobility, transcending institutional restrictions related to higher education in individual countries. The purpose of this study is to examine the norms and applicability of social inclusion of the UNESCO Convention on the Recognition of Qualifications by utilizing the extended social inclusion integration model of Gidley(2010). To this end, the researcher analyzed the existing research on social inclusion, government documents and incidental documents discussed and agreed during the presentation process of the UNESCO Convention, and the provisions of the relevant documents and agreements of the UNESCO Convention on the Recognition of Qualifications as a qualitative document analysis method. In this study, the results of the study were derived based on three categories and components of “equitable access”, “engaged participation”, and “empowered success”, which are the core values of expanded social inclusion in the field of higher (lifelong) education proposed by Gidley(2010).