识字对大韩民国农村老年人的重要性:调查扫盲对社会包容和心理健康的影响

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sangjin Ma, Namhoon Kim, Sok An
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引用次数: 0

摘要

本研究探讨了大韩民国农村老年人识字率与生活质量之间的关联。韩国农村经济研究所于2018年对农村老年人(N = 1,000)进行了抽样调查,评估了他们的识字水平、终身识字教育状况和生活质量。作者对此次调查收集到的数据进行分析后发现,识字水平越高,农村老年人融入社会的可能性越大,心理健康状况越好,两者呈正相关。此外,与只具备基本读写能力的老年人相比,具备实用读写能力的老年人融入农村社区的可能性更高。最后,研究发现终身扫盲教育对提高农村老年人的文化水平起着至关重要的作用。作为一项政策建议,作者建议地方政府将扫盲教育计划扩展到韩国更多的农村地区。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The importance of literacy for rural seniors in the Republic of Korea: An investigation of its effect on social inclusion and mental health

The importance of literacy for rural seniors in the Republic of Korea: An investigation of its effect on social inclusion and mental health

This study examined the association between literacy and quality of life among rural seniors in the Republic of Korea. A sample of rural seniors (N = 1,000) was surveyed by the Korea Rural Economic Institute in 2018, which assessed their literacy levels, their lifelong literacy education status and their quality of life. The authors’ analyses of the data collected in this survey reveal that higher literacy levels are positively associated with a greater likelihood of social inclusion and better mental health status among rural seniors. Furthermore, seniors with functional literacy demonstrated a higher probability of being included in the rural community compared to those with only basic literacy. Lastly, lifelong literacy education was found to play a crucial role in enhancing the literacy levels of rural seniors. As a policy recommendation, the authors suggest that local governments expand literacy education programmes to more rural areas of South Korea.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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