CAJ | 학술논문

在终身学习领域，成人学习质量保障一直是各国政策中的行动焦点。21世纪以来，欧盟先后出台了有关成人学习质量保障的政策，诸多国家明确了质量保障体系的实施目标、运行流程，制定了较为细化的评估指标体系。其中，设计理念的相关性、体系设计的科学性、运行进程的透明性以及评估主体的多元性推动了欧盟各国成人学习质量保障体系朝正确的方向发展。然而，目前欧盟各国缺乏综合性的质量保障体系、成人学习特殊元素难以彰显、成人学习专业工作者的持续专业发展困境以及缺乏监测信息数据等，桎梏了成人学习质量保障体系的“更上一层楼”。基于欧盟国家的实践，无疑拓宽了我国成人学习质量保障体系发展的视野。在整体框架设计原则上，要遵循综合性与特殊性相结合的原则；在操作哲学上，要从“技术”转向“文化”；在关键元素上，要关注成人学习工作者的专业化；在反馈控制上，要实现质量信息的资源共享。
재종신학습영역，성인학습질량보장일직시각국정책중적행동초점。21세기이래，구맹선후출태료유관성인학습질량보장적정책，제다국가명학료질량보장체계적실시목표、운행류정，제정료교위세화적평고지표체계。기중，설계이념적상관성、체계설계적과학성、운행진정적투명성이급평고주체적다원성추동료구맹각국성인학습질량보장체계조정학적방향발전。연이，목전구맹각국결핍종합성적질량보장체계、성인학습특수원소난이창현、성인학습전업공작자적지속전업발전곤경이급결핍감측신식수거등，질곡료성인학습질량보장체계적“경상일층루”。기우구맹국가적실천，무의탁관료아국성인학습질량보장체계발전적시야。재정체광가설계원칙상，요준순종합성여특수성상결합적원칙；재조작철학상，요종“기술”전향“문화”；재관건원소상，요관주성인학습공작자적전업화；재반궤공제상，요실현질량신식적자원공향。
In the field of lifelong learning, the quality assurance for adult learning is always the focus of the national policy-making in many countries. Since the 21st century, the European Union has issued policies about adult learning quality assurance. Many EU countries have been clear about the implementation target and the running process of the quality assurance system, and then made a relatively detailed assessment indicators system. In this period, the relevance of design concept, the rationality of system design, the transparency of operation process and the diversity of assessment subjects, promote the EU countries to develop quality assurance system for adult learning in a right direction. However, the EU countries lack a comprehensive quality assurance system. The special elements of adult learning are difficult to reveal. Adult learning professionals have difficulties in continuing their professional development and there is also a lack of monitoring information and data. Such situations impede the quality guarantee system to strive for the further development. The practice of the European Union countries undoubtedly broadens the vision to develop the quality assurance system for our country's adult learning. On the overall framework design, the principle of combining the comprehensiveness and particularity should be followed;the operating philosophy should be changed from the "technology" to "culture"; the focus should be put on the professions of adult learning professionals;and for feedback control, the resources sharing of the quality information should be realized.