여성정보화교육정책의 효과성에 관한 연구
(A) Study on the Effectiveness of Informatization Education Policy for Women
여성 정보화 교육정책 행정학;
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We faced in informatized society as the result of development of the information and communication technology(ICT). Though the participation of women is increasing every year, the ratio of them in various social occupations are relatively low. Therefore the necessity of study for the solution of information inequality(digital divide) in women are raised. The purpose of this dissertation is to find out the effectiveness of informatization education policy for women. In this study, I investigated differences between educated and not educated group in the informatization education policy for women. To put it concretely, this study focused on what factors make differences between the related groups in the apartment areas. these factors are utilizability(availability), social communication, and information sharing(commons). Namely, variables to explain informatization education policy for women are related to utilizability, social communication, and information sharing(commons). For the analysis of questionaire on the informatization education policy for women, frequency analysis, means analysis, multiple response analysis, cross- tabulation analysis, and chi-square test are used in this study. Based upon the empirical analysis, the contents of those factors make differences between both groups, that is, educated and not educated groups are as follows : Firstly, there are statistically significant differences of utilizability or availability between both groups, that is, educated and not educated groups. Secondly, there are statistically significant differences of social communication (social distances or sociometry) between both groups. Thirdly, there are statistically significant differences of information sharing or information commons between both groups. Finally, the effectiveness of informatization education policy for women in this study is observed in every areas. Therefore women's informatization education is inevitable means to reduce the inequality of women in social circumstances, and to elevate women's social status(position). Accordingly, informatization education for women is to be supported positively or executed and implemented continuously by government policy. The symbolic aspects of informatization education policy for women in this study is projected in the responsiveness of respondents. Consequently, there are differences of education effectiveness between both the educated and not educated groups. Even with high standard applied in theoretical and empirical analysis in this dissertation, several limits as follows can be pointed out. First, as the limitations of statistical survey, answers are distorted because of self-defensiveness bias of subjects. namely, women as respondents are likely to mark highly in the questionaire items. Second, that is trade-offs of quantitative approach and qualitative interpretation. Third, these are constraints that have difficulty in measuring relevant responsive behaviors of women owing to short study(time lag) on informatization education policy without practising before-after comparative study or longitudinal approach. Accordingly, these problems remain to be solved by further study of succeeding researchers.