제5회 전국동시 지방선거에서 정당과 시·도지사 당선자의 교육공약 분석

김경회(Kim Kyung-Hwoi),김대욱(Kim Dae-Wook) 한국교육행정학회 2011 敎育行政學硏究 Vol.29 No.1

AP와 IBDP의 대학입학전형자료로 활용가능성 탐색

김경회 ( Kim Kyung-hwoi ) 인하대학교 교육연구소 2016 교육문화연구 Vol.22 No.4

This research examines the utilization of the AP(Advanced Placement) and the IBDP(International Baccalaureate Diploma Programme) for Korean university admissions. The author analyzes the characteristics of the AP and the IB and cases of their utilization for university admission in foreign countries through literature review and in-depth interviews with teachers. The scores of the AP and the IB are recognized as key indicators of the applicants` college sucess in major universities in the US and the UK. In Korea, however, the AP and the IB are used for special admission for Korean nationals residing in foreign countries and for foreigners. For record-based admissions for domestic students, the AP and the IB scores are utilized in a limited way. The author proposes that the scores of the AP and the IB be recognized more for admission of prestigious universities.

단위학교 자율책임경영체제 구축을 위한 학교장의 권한 법제화 방안 연구

김경회 ( Kyung Hwoi Kim ),윤성현 ( Sung Hyun Yoon ),김주영 ( Ju Young Kim ) 한국법교육학회 2011 법교육연구 Vol.6 No.2

This study aims to define how to amend laws related the school-local-national administrative systems at the point of emphasizing the responsible school-based management. To achieve this purpose, this paper tried to investigate the content and structure of laws related to the school-local-national administrative system of education, to analyze the problems of them. In addition, the clarification the function of each administrative system, and to suggest amendment measures for them. Amendment measures for laws related to school-based management system are as follows. First, the autonomous decision of the school should be strengthened through stipulation about guarantee the autonomy of school. Second, the principal`s authority should be required by laws and regulations to adopt a positive system. Third, the school should not be regulated too much by the administrative rule, and it must be controlled. Forth, supervision authority for a private school should be mitigated, and a private schools should be given greater autonomy than public schools.

‘사학혁신방안’ 비판적 분석

김경회 ( Kim Kyung Hwoi ) 대한교육법학회 2020 교육법학연구 Vol.32 No.1

This study criticizes the relevance of ‘Private School Governance Innovation’ which was announced by the Korean Ministry of Education on Dec. 18, 2019 from the standpoint of independence. A number of initiatives undermine the autonomy of private schools by strengthening public regulation against private schools. If the competent agency can revoke its approval of director’s taking office without notice when director of board would be charged with breach of trust, it may violates the statute reservation principle because it is not based on a private school act. The deliberation of a private school council discourages power of the board of directors. Restricting open director qualifications also infringes the autonomy of private school and college. Public recruitment of private school staff also invades a authority over personnel of the board of directors. There are also ways to violate the legislative form by providing administrative legislation such as the Enforcement Decree rather than Act of National Assembly. This study proposes the residual property shall be attributed to the juristic person or the person designated by the articles of incorporation to help voluntary dissolution of private schools due to the rapid decrease of school-age children in case of closure of marginal school. In line with global norms, corporate accounting and school accounting should be integrated to increase autonomy in financial operations. There is a need to control the abuse of supervisory authority by abolishing revoke right of its approval of director’s taking office and replacing them with recommendations for dismissal of board directors. The legal organization with the representatives of private school managers should be established to increase the procedural justification by ensuring the stakeholder's participation in the establishment of private school policy.

제18대 대통령선거 교육정책공약 비교,분석

김경회 ( Kyung Hwoi Kim ) 안암교육학회 2013 한국교육학연구 Vol.19 No.3

This paper deals with similarities and differences of 18th Presidential Education Campaign Pledge between the ruling Saenuri Party candidate PARK Geun-hye and main opposition Democratic Party candidate MOON Jae-in. In addition, the study discusses the voting issues in-depth. The rival candidates shared that the biggest problem in Korea education system had been its excessive focus on college admission based on rote learning. Both emphasized students` happiness more rather than high standards in the school. Park and Moon promised to alleviate student`s tuition burden by increasing public funding. Albeit several common campaign promises, policy message differences between two candidates were crucial for policy debate. Park was conservative toward educational reform with focusing curriculum revise, Moon was progressive educational reform with reinventing school system structurally. Park was supported by Korean Federation of Teacher Association(KFTA) and sided with proposals of KFTA. Moon was supported by Korean Teacher Labor Union (KTU) and embraced issue position of KTU. Thorough discusses of education policy issues implies that pro and con debate as to ``innovative school`` would continue and be voting issue in the 6th Local Election next year. Researches on presidential campaign promise are suggested to carried out vigorously and systematically.

교육기업 해외 진출 활성화 방안 탐색

김경회(Kim, Kyung-Hwoi),오대영(Oh, Day-Young),장수정(Jang, Soojung) 한국평생교육학회 2013 평생교육학연구 Vol.19 No.1

본 연구는 교육기업의 해외 진출실태를 조사·분석하고 교육업체의 요구분석을 통해 교육기업의 해외 진출을 촉진하기 위한 정부 정책방향을 탐색하고 있다. 15개국 해외 시장에 8개 교육기업이 진출하여 미국과 중국에서 가장 많은 교육사업을 펼치고 있으나 앞으로는 신흥개발도상국을 유망한 시장으로 전망하고 있다. 해외에 진출할 때 해당국에 대한 정보 부족, 현지화의 어려움, 정부의 지원책 부재 등으로 애로를 겪고 있는 것으로 분석되었다. 교육기업들의 해외 진출확대 계획을 뒷받침하기 위해서는 교육기업의 수출을 지식서비스 산업으로 규정하여 규제대상에서 육성대상으로 인식전환을 하는 것이 필요하다. 구체적인 정책과제로 교육서비스 수출업무를 담당하는 전담 조직 설치, 교육서비스업을 산업발전법상의 지식서비스 업종에 포함하여 육성, 수출지원제도의 DB구축과 원스톱(One-stop) 서비스 제공, 교육서비스수출 인증제도 도입, 교수 등 교육전문가들로 해외 마케터(marketer)팀 구성, 교육서비스업 서비스 통계 DB 구축, 교육서비스의 연구개발(R&D) 지원, 교육수출과 공적개발원조(ODA)의 연계, 해외수출교육기업 협의체 구성 등을 제안하고 있다. This study is to explore how Korean government promote educational companies(KECs) to enter into overseas education market. Since early 1990s, KECs outreached their business overseas and currently eights remarkable KECs have done good jobs across 15 countries. KECs are not a strong 'export-oriented' as other knowledge industries in South Korea. Education business more depends on cultural powers rather than on capital gain. KECs, advancing overseas markets, faced difficulties in lack of market research, investment in the beginning stage, local networks, on top of governmental supports. This paper suggests that Korean government now recognizes KECs as ‘Knowlege-Intensive Business Services’ rather than highly-regulated industry. Government assistances will promote KECs to be internationally optimistic rather than when focusing on domestic market which often binded with many kinds of regulations. Government policies proposed in this research include the establishment of organization dedicated to this field; recognized as ‘Knowlege-Intensive Business Services’; Provisions of one stop service system; Credit Certifying System for KEC; team building of expert marketer; fund raising for educational contents R&D; connected plan of ODA (Offical Development Assistance).

이스라엘 학업성취도 평가의 특징 분석

김경회(Kim, Kyung-Hwoi) 한국비교교육학회 2014 比較敎育硏究 Vol.24 No.1

본 연구는 이스라엘의 학업성취도 평가방법의 특징을 심층 분석하고 우리나라 학생평가 방법 개선에 시사점을 도출하는데 목적을 두고 있다. 이스라엘의 학교수준에서 학생평가의 특징은 1) 선택형 평가문항보다는 서술형 평가문항 중심으로 시험문제가 출제되고, 2)준거참고지향 방식으로 학업성취도가 표기되며, 3) 성적표에 학생의 수업태도 및 예절 등 인성측면을 평가하여 기술하고, 4) 학교와 교사의 평가 재량권이 폭 넓게 인정되어 다양하고 창의적인 평가방식을 채택하고 있다. 국가수준에서 학생평가 제도로는 1)고교졸업고사(Bagrut)를 치러서 학생들의 학력수준을 신장시키고, 2)전국단위 시험제도인 메이짜브(Meitzav)를 시행하여 모든 학교를 비교평가하며, 3) 대학수학능력시험(PET)을 통해 지원자의 대학 수학능력을 측정하여 합격자 선발의 척도로 사용한다. 이스라엘 교육평가 사례를 토대로 본 연구에서는 우리나라 학생평가 방법의 개선방향으로 절대평가방식으로의 전환, 서술형 평가 중심으로 전환, 교사의 평가재량권 확대, 초등학교의 국가수준 학업성취도 평가 부활, 그리고 학생 인성을 평가하여 기록하는 방안검토를 제안하고 있다. The article provides perspectives on the students assessment policy and practice in Israel educational system. Students evaluation in Israeli schools characterizes: 1) assessment test questions are mainly essay rather than multiple choice in order to measure creative competency, and 2) academic achievement is reported based on criterion referenced evaluation format, and 3) students characters such as learning motivation and etiquette are evaluated and reported to parents, and 4) teacher have broad discretion to how to assess student achievement and adopt a diverse and creative evaluation methods. Student evaluation system at the national level include: 1) Matriculation exam(Bagrut) is the nationwide standard basis for evaluating upper- secondary students academic achievement. 2) Large-scale national assessments (Meitzav)are conducted to provide school principals and teachers with information for improving pedagogy, and at system level Meitzav is intended to provide a snapshot of mastery level of students in the curricula of four core subjects, and 3) Psychometric Entrance Test(PET) is administrated by Israeli National Institute for Testing and Evaluation (NITE) and is used as a measure of the selection of successful applicants. The scores of PET alone with the grades of the Matriculation tests are required for college admission. The suggestions discussed in the paper in Korean education context include: more essay questions are presented in school test as well national test. academic achievement is reported based on criterion referenced evaluation format. Teaching staffs have more authority to adopt assessment tools.

한국과 영국의 현장체험학습에 대한 위험성평가 비교연구

김경회(Kyung Hwoi Kim),정재훈(Jae Hun Jung) 위기관리 이론과 실천 2017 Crisisonomy Vol.13 No.8

본 연구는 현장체험학습 계획과 운영과정에서 한국과 영국에서 실시하고 있는 위험성평가를 비교분 석하였다. 영국과 한국의 중등학교 1개교를 선정하여 심층 조사하고, 표적집단면접을 통해 유사점과 차이점을 식별하였다. 한국은 영국에 버금가는 제도적 장치를 갖추고 있으나, 제도의 정교함이나 운영의 내실에서 몇 가지 차이점이 발견되었다. 첫째, 한국은 교사와 학부모가 현장체험학습 시설의 안전도를 점검하여 위험성평가의 형식화 요인으로 작용하고 있으나, 영국은 외부전문 기관의 조언 으로 교사의 위험성평가의 전문성을 높이고 있다. 둘째, 영국은 위험성평가 항목이 현장 교육활동에 중점을 둔 반면에 한국은 이용시설의 안전 · 위생 상태 점검에 치중하고 있다. 셋째, 한국은 위험성 파악 수준에 그치는 반면에 영국은 위험성 정도를 계량적으로 추정하여 경중에 따라 위험성 통제방 안을 마련한다. 넷째, 영국에서는 현장학습 실시기관의 안전 상태에 관한 정보를 공개토록 유도하고 위험 체험기관 인증제를 통해서 체험실시기관의 안정성을 용이하게 확인할 수 있다. 영국의 위험성 평가 사례가 주는 시사점을 토대로 우리나라 현장학습 안전 점검 제도의 개선방안을 제안하였다. This study compares risk assessments of school field trips between Korea and the UK. The safety management of Korean schools is comparable to that of UK schools, but several differences were discovered. First, Korean schools encourage parents’ participation as a formal element of risk assessment, while UK schools emphasize professional assistance from external institutions. Second, UK schools assess all on-site activities during school field trips, whereas Korean schools assess only the safety and hygiene of the facilities. Third, Korean assessors check whether the facilities follow safety regulations, but UK assessors control residual risks based on quantitative risk estimation. Fourth, the adventure activities licensing system in the UK requires all outdoor activity facilities to release their safety information to the public.

IBDP(International Baccalaureate Diploma Programme) 학업성취도 평가방식이 한국 고교의 성적평가에 주는 시사점 탐색

김경회 ( Kim Kyung-hwoi ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.2

This study is to explore the implication of IBDP assessment principles and practices for Korean high school academic achievement test. The article provides perspectives on the students assessment policy and practice in IBDP(International Baccalaureate Diploma Programme) comparing to Korean practice. Students evaluation in IBDP characterizes: 1) assessment test questions are mainly essay rather than multiple choice in order to measure higher-order cognitive skills, and 2) academic achievement is reported based on criterion referenced evaluation format, and 3) Even though the types of component vary within and across subjects, unstructured and open-ended questions are majority, and 4) moderation is used to ensure a common standard across all schools and examiner, re-mark may be made according to a result of moderation, and 5) a student has chance to choose a question among several questions provided, which practice is seldom found in Korean high school test. The controversial issues discussed to extend essay test in Korean education context include: more essay questions are presented in College Scholastic Ability Tests, school academic achievement is reported based on criterion referenced evaluation format. inter-rater reliability check is used to ensure a common standard across school to improve the quality of assessment.

학교 안전에 대한 학생의 인지, 정서, 행동 분석 및 시사점

김이경 ( Kim Ee-gyeong ),김경회 ( Kim Kyung-hwoi ),류성창 ( Ryoo Sung-chang ),김숙이 ( Kim Sook-yi ),안지윤 ( Ahn Ji-yoon ),민수빈 ( Min Soo-bin ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.4

This study seeks to analyze students` cognitive capacities, attitude, and behavioral skills of school safety to know if schools are safe in reality as school safety policies implement. Based on the analyses of the data from online survey of 7,495 students, we draw following conclusions. First, students tend to positively perceive their cognitive capacities, attitude, and behavioral skills of school safety, but the level of attitude are lower than cognitive capacities and behavioral skills. Second, the perception of students shows statistical differences depending on the individual characteristics such as gender and the school characteristics such as pilot operation of safety education and school level. The perception of students from the pilot schools, elementary and middle schools is higher than that from non-pilot schools and high schools. Based on the findings, we draw some policy implications for more systematic and effective safety education to establish school safety.