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金昌坤 韓國體育大學校 1990 論文集 Vol.13 No.-
This study was undertaken to define the concepts of public policy and educational policy in order to broaden the understanding of them, there-by exploring the expression means and the structure of them. Prior to the defining of their concepts, the attributes included in it were analyzed and their appropriateness was discussed. As to the attributes, the originator, character, motive, decision making process, out-put and elements of policy making were analyzed based on the definition of the previous studies. As the result of the study, public policy(educational policy) was defined as activity directives (educational activity directives)of the state bodies in deciding to carry them out in order to solve the social problems (educational issues) or to persuit some value(educational value) and it was found out to be the law and the plan (educational plan) including aims, means, methods and schedules to execute them. As the one of expression means of public policy or educational policy, the law, especially the Constitution, includes public policy or educational policy in its every provisions(although every law is not established to express public policy or educational policy). As the other expression means of public policy and educational policy, every plan cannot be considered as public policy and educational policy. Among many plans, only those which are decided to execute them can by public policy and educational policy. The elements of public policy and educational policy are aims, means, methods and schedules of executing etc. However, the state ideologies have the priority to these. In case of Korean laws, the state ideologies and some aims of educational policy are provied in the Constitution, the means to realize the aims are prescribed in the Law of Education and the methods concerned with these means are provided in the other provisions of the Law of Education, its Enforcement Ordinance or other laws. On the other hand, plans have the ultimate goal which presents fundamental directions or directives, and the ultimate goal can be subdevided into general aims and subaims. In this case, the general aims(or subaims) become the means of the ultimate goal(or the general aims), and the subaims have methods to realize them. The general or subaims, as well as the ultimate goal might be regarded as public policy or educational policy.
金昌坤 韓國體育大學校 1995 論文集 Vol.18 No.-
Educational policies serve as guidelines for the actives of education and educational administration and need to secure infra-steps for implementation of the policies. Education-related laws and regulations as an instrument of expressing the educational policies encompass a lot of policies, hierarchically interrelated in terms of policy. This study tried interpret an implication of the articles in terms of educational policy after analyzing the article 31 of Constitution and various articles of Education Act, and to systemize them according to the hierarchical relations. This study could extract four priorities of educational policies from the Constitution, i, e., the guarantees of ① the people's right to education, ② the autonomy and political neutrality of education, ③ the professionalization of education, and ④ the autonomy of colleges/universities. Again eleven (11) superior educational policies were placed right under the four (4) priorities of educational policies in the Constitution and the First Chapter of Education Act. And further this analyzed the infra and next-infra educational policies inferior to the above 11 policies in the Educational Act. As a result of systematization of the four steps of educational policies, the study could find an imbalance among them. For some educational policies, the infra-ways of implementing the educational policy have been sufficiently secured in the Education Act. While others, even at the superior educational policies, do not exist. Education Act has a character of the basic law system on which other education-related acts are based. And securing full infraways of implementing the educational policies manifests the government's willingness to implement the policies. In this respect, structural irrationality of education Act in implementing the four (4) most important educational policies which are guaranteed in the Constitution should be redressed.