Earticle

This study attempted to obtain implications for digital education policy by reviewing the Framework Acts and Enforcement Decrees related to digital education. To this end, the following were explored. First, the concept and components of digital competency were reviewed. Second, the Framework Acts and Enforcement Decrees related to digital education policy were reviewed using the above concepts. Third, the characteristics and implications of the Framework Acts and Enforcement Decrees for digital education were explored. The results are as follows: Korea's digital education policy tried to reflect the categories that digital competency must cover, even its function and dysfunction role. However, to achieve their purpose, it is necessary to maintain consistency with related laws or policies. We identified that amendments to the Basic Act and related articles are essential to effectively enforce the Digital-Based Distance Education Activation Basic Act. A reevaluation of the correlation between Article 10, emphasizing digital media literacy education, and Article 5 of the enforcement decree is necessary. Revision of the enforcement decree to align with Article 10’s objectives is vital to ensure proactive measures for promoting digital literacy and competence as mandated by the Basic Act.

‘디지털포용’이란 “디지털취약계층을 포함한 사회의 모든 구성원이 디지털기술, 디지털서비스, 디지털제품에 동등하게 접근하고, 디지털기술 및 디지털역량을 습득하여 디지털기술과 디지털서비스로부터 도출되는 이익을 함께 향유하게 하는 정책”이라 정의할 수 있다. 디지털 포용정책의 수혜자는 디지털취약계층뿐만 아니라 국민과 사회의 모든 구성원이 된다. 디지털 포용정책에는 디지털역량, 디지털격차 해소, 디지털 접근성, 디지털기술 및 디지털서비스 개발 등이 있다. 「지능정보화 기본법」에서는 지능정보서비스 제공자가 그 서비스를 제공할 때 장애인·고령자 등의 접근과 이용의 편익을 증진하기 위한 노력 의무를 규정하고 있다. 강제적 의무가 아닌 프로그램적 규정이기 때문에 이러한 노력을 하지 않았다고 법적 제재를 할 방법이 없다. 지능정보기기나 제품을 활용할 능력이 없는 사람에게 지능정보제품이나 지능정보서비스를 제공한다고 하더라도 지능정보기기나 제품을 활용하거나 이용할 수 있는 것은 아니다. 「지능정보화 기본법」에서는 경제적, 지역적, 신체적 또는 사회적 취약계층에게 유상 또는 무상으로 지능정보제품을 제공하는 금전적 지원이 주류를 이루고 있다. 금전적 지원만으로는 정보 취약계층들의 정보 접근성이 실질적으로 보장되지 못한다. 차별없고 실질적인 정보 접근성 보장을 위해서는 디지털역량교육이 강화되어야 한다. 사회의 모든 구성원의 디지털역량을 향상시키기 위해 법제도가 마련되어야 한다. 디지털역량을 배양하기 위해 디지털역량센터를 설치·운영할 필요가 있다. 디지털취약계층에게는 디지털역량교육을 위한 비용을 무료로 해야 한다. 중앙행정기관은 지방자치단체의 장과의 협의를 거쳐 지역주민의 디지털역량 향상을 위해 ‘디지털역량센터’를 지정·운영하여야 한다. 지역 단위의 디지털역량센터에서 사회의 모든 구성원에게 디지털역량교육이 제공될 수 있도록 법적 근거가 마련되어야 한다.

‘Digital Inclusion’ can be defined as “a policy that all members of society, including the digitally vulnerable, have equal access to digital technology, digital services, and digital products, acquire digital technology and digital capabilities, and enjoy the benefits derived from digital technology and digital services together”. Beneficiaries of the digital inclusion policy are not only the digitally vulnerable, but also the citizens and all members of society. Digital inclusion policies include digital competency, digital gap bridging, digital accessibility, digital technology and digital service development. The 「Framework Act on Intelligent Informatization」 stipulates the obligation to make efforts to improve the convenience of access and use of the handicapped and the elderly when intelligent information service providers provide the service. There is no way to impose legal sanctions for failing to make such efforts because it is a programmatic regulation rather than a mandatory obligation. Even if an intelligent information product or an intelligent information service is provided to a person who does not have the ability to use an intelligent information device or product, it is not possible to utilize or use the intelligent information device or product. In the 「Framework Act on Intelligent Informatization」, financial support is predominantly provided to the economic, regional, physical, or socially vulnerable groups with paid or free intelligent information products. Financial support alone does not substantially guarantee the accessibility of information to the vulnerable. Information competency education should be reinforced to ensure no discrimination and practical access to information. The central administrative agency must designate and operate a “digital competency training center” to improve the digital competencies of local residents through consultation with the heads of local governments. Legal grounds should be provided to ensure that digital competency education can be provided to all members of society at digital competency education centers at the regional level.