식생활 교육 기본계획 수립

Abstract

식생활의 변화로 인해 소비구조뿐만 아니라, 건강·영양, 환경, 정신·문화, 산업경제 등 다양한 부문에 부정적인 영향이 초래되고 있다. 이에 따라 식생활에 대한 인식을 새롭게 하고 건전한 식생활을 실현하기 위한 식생활 교육의 필요성이 꾸준히 제기되어 왔다. 최근 국가적 차원에서의 식생활 교육의 중요성에 대한 인식을 바탕으로 “식생활교육지원법”이 제정되었다. 과거에는 식생활 교육의 목적은 주로 건강·영양 상태 개선을 위한 식습관 개선에 한정되었다. 그러나 근래 식생활이 다양한 분야에 영향을 미친다는 인식이 확산됨에 따라 새로이 제정된 “식생활교육지원법”은 이러한 변화된 인식을 반영하고 있다. 이 연구는 “식생활교육지원법”을 바탕으로 향후 식생활 교육이 종합적이고 체계적으로 추진될 수 있도록 식생활교육기본계획의 수립을 위한 방향을 도출하는 것을 목적으로 추진되었다. 이를 위해 우리나라의 식생활 현황과 체계적·내용적 측면에서의 식생활 교육 관련 실태를 살펴보고, 해외 주요국의 식생활 교육 현황 자료를 검토하여 우리나라의 식생활 교육 기본계획의 수립 방향을 제시하였다.

In order to bring a new light on appropriate diet and nurture desirable dietary habits, the "Dietary Education Support Act" was enacted on April 29, 2009. Under the purpose of the Act, it is necessary to draw out a comprehensive and systematic framework to provide proper dietary education in the future. This study is to propose a right direction for establishing the 'dietary education framework' with an aim to deliver effective education on diet. The study is largely divided into five sections. Chapter 2 figures out the changes in the dietary environment in Korea and the corresponding implications. Chapter 3 reviews the current status of dietary education infrastructure on legal, organizational and resources aspects. Chapter 4 takes a look at the national dietary policies, programs in place, official dietary education programs available, and current dietary education offering at home and in regional areas. Chapter 5 introduces the overseas examples of dietary education such as Japan, the United States, the United Kingdom and key EU countries including France and Italy. Reflecting on the lessons learned from other countries, Chapter 6 suggests a right direction for the dietary education framework for Korea. Long time ago, the dietary education is pretty much about improving dietary habits with and aim to promote health and nutrition. However, recently, there is a prevailing perception that the dietary education is intertwined with the elements of socio-economic situations, environment, culture and spiritual elements, influencing nutrition, health an the nation as a whole. This changed notion on dietary education is fully reflected in the recently enacted "Dietary Education Support Act." Dietary education in Korea is governed by a number of central government organizations including the Ministry for Food, Agriculture, Forestry and Fisheries; the Ministry of Education, Science and Technology; and the Ministry for Health, Welfare and Family Affairs. They have enacted a set of laws and regulations on dietary pattern and education, and are managing multiple policies and programs at the ministry level. Dietary education at schools is provided as a part of regular education courses as well as outside of regular courses. At elementary schools, homeroom teachers, nutritionists, and school nurses are providing dietary education. At middle schools, homeroom teachers, dietary education teachers, nutritionists and school nurses are providing dietary education. Outside of regular dietary courses, school principals can exercise their discretion in offering additional dietary education. In local areas, agricultural, healthcare and educational institutions are closely involved in dietary education. At the regional level, local administrative organizations including Agricultural Research & Extension Services, Agricultural Technology Center, Public Health Center, etc. and civic organizations including consumer groups and producer groups are offering various types of dietary education. Private organizations are offering separate education on dietary patterns as well. The proposed direction in designing proper framework on dietary education has five elements. First, the Korean dietary education shall set a goal of improving the national diet quality; inherit and develop traditional dietary culture; develop agricultural and fishery industry; and promote the development of food industry. To realize the goals, the right ways to be headed include assisting the formation of proper dietary habits, regular checking of diet status, running nationwide campaigns for good diet education, facilitating diet experience programs, inheriting traditional dietary culture, utilizing regional agricultural and fishery products, and moving toward green diet. Second, for dietary education at home, schools, regional areas, and others, contents need to be plentiful. Education programs, textbooks and materials should be developed and distributed. In addition, to ensure sustainability of dietary education, support to the private sector needs to be strengthened and the infrastructure for dietary education should be expanded and refined. For quality education, schools need to be designated for pilot programs and experience education shall be strengthened to deliver better result of education. Furthermore, sufficient resources should be secured to smooth out the offering of proper education. Third, dietary education can be used as a tool to promote the urban-rural exchanges. Related programs need to be developed and put in place to facilitate the exchange, and the dietary training should be linked to the local food campaign which will bolster region-specific dietary campaigns. Fourth, in order to inherit and foster traditional dietary culture, regional food festivals could be the venue for experiencing traditional food culture. In the same line, traditional regional foods need to be identified and developed. Besides the slow-food campaign could be promoted to enrich the national diet. Fifth, to motivate the participation in food experience, the contents of such events should be substantial and the human resources support for such programs need to be available. Sixth, a nation-level and regional-level education system for good diet should be established. The private and public cooperation scheme will be helpful in disseminating food education across the society. Seventh, the teacher resources at elementary, middle and high schools could be equipped with nutrition knowledge and therefore utilized as nutrition education specialists. Nutritionist deployment and their skill level-up is necessary. Teacher-to-be's take-up of special knowledge in nutrition should be emphasized during college days. The introduction of nutrition education specialist certificate could be considered as well. In addition, in preparation for rising demand for dietary education, proper educational institutions should be designated and managed. Lastly, basic researches and studies on dietary education need to be conducted in the first place. All available means and tools should be leveraged to actively provide diet related information.

Researchers: Hwang Yun-Jae, Gouk Seung-Yong and Han Jae-Hwan Research period: 2009. 7. - 2009. 12. E-mail address: yjhwang@krei.re.kr