논문 : 일본교육법상 교육관련 당사자의 교육권개념과 권한관계 정립에 관한 연구

노기호 ( Ki Ho Noh ) 대한교육법학회 2004 敎育 法學 硏究 Vol.16 No.2

스웨덴 교육체제 및 교육법제의 내용과 특징

노기호(Noh, Ki-Ho) 한양법학회 2015 漢陽法學 Vol.26 No.2

Education in our society, it is interpreted as a process of human growth, but a realistic point of view, education is a personal and social status of the college entrance examination and the rising awareness of the tools and the development of national and state workforce development is considered to be the driving force being. In other words, the process for the development of individuals and nations to recognize the progress that standpoint it can be said that this ruling. In this climate, a stable perso0nal life, the pursuit of equal educational opportunities for all students, while ensuring social welfare and equity-oriented definition is interpreted in terms of education, will not inevitably be neglected. In recent years, the problem of low-income and socially disadvantaged emergence of educational support for these important policy measures are emerging. In this sense, when we see the realization of the equality of the education system that not only does he now beginning. Sweden has long recognized the importance of education welfare and education policy is treated as an important part of that. In our training and education welfare legislation implementing welfare policy, educational welfare policies and legislation in Sweden has important implications. Early childhood education and elementary education, including basic education, vocational education and livelihood should be made in the category of free and compulsory education. What can be called the National Basic Elementary Education and Secondary Education should be approached from the point of view of welfare. To support for these, schools, communities and families connected to form a network of joint effort would be required to get out. Educational system itself can be configured to provide equal education, and training system to function as educational welfare should be so organized. Educational philosophy from the strict principle of equality shall never depend on personal environment. The opportunity to receive training in accordance with the limit is a case to be sure, and these principles should be implicated in the educational welfare legislation. Education Act, as in the case of Sweden, which has the effect of higher education on the Fundamental Law of Education on the overall welfare provisions should be required to regulate. As education is the premise for the realization of welfare policy, education welfare laws establish the legal basis for the comparison of maintenance. The new government’s education welfare policies provide the legal basis for the realization.

외국인 근로자에 대한 사업장변경 제한의 위헌성 검토

노기호(Noh, Ki-Ho) 한양법학회 2021 漢陽法學 Vol.32 No.1

The provisions of Article 25 of the Foreign Workers’ Employment Act, which limit the freedom of foreign workers to change workplace, are recognized as the subject of basic rights to foreign workers under the constitution. It can be said to be unconstitutional by violating the back. In other words, the provisions of the Foreigner Employment Act can be said to limit the freedom of contract of foreign workers to terminate the previous labor contract and sign new labor contracts. It is seen that it violates the constitutional principle of proportionality (the principle of excess prohibition) by excessively restricting the freedom of the derived labor contract. In addition, a legislative improvement is also requested in consideration of the elements of the unconstitutionality of the regulation on workplace change mentioned above. First, considering the fact that Germany switched to the labor permit system through the parallel period of the employment permit system and the work permit system, Korea also needs to ultimately switch to the work permit system through the parallel employment permit system and the work permit system. Since the restriction violates the principle of prohibition of excess, it is necessary to at least allow the freedom to change workplace within the same industry. The second, when the employer unilaterally terminates the labor contract and reports this to the job security officer, the employee may take a remedy for unfair dismissal in the case of restrictions on the application period and permission period for workplace change. It is necessary to ensure that the period does not apply. Regarding the limit on the number of times foreign workers change workplace, at least foreign workers should be allowed to change workplace freely within the limit of the number of times. Through these institutional and legislative improvements, foreign workers should enjoy the basic constitutional rights as workers who live on wages by providing work, as well as domestic workers, and ensure their dignity and the right to pursue happiness.

미국의 교육복지정책과 법제의 동향

노기호(Noh Ki-Ho, 盧琪鎬) 한국공법학회 2007 공법연구 Vol.35 No.3

선진국의 경우 이미 오래 전부터 사회평등과 사회정의를 실현하기 위해 사회복지와 교육이 밀접한 관계를 맺어 왔으며, 복지국가가 강조되면서부터는 교육을 사회복지의 일환으로 다루어 왔다. 그러나 이러한 세계적인 흐름과는 달리 지금까지 우리사회는 교육을 복지의 관점에서 보려는 노력이 희박하였다. 따라서 본 논문에서는 교육복지정책을 모범적으로 실행하고 있으며, 이를 법적으로 뒷받침하는 교육복지법제를 정비하여 시행하고 있는 미국의 교육복지정책과 그 법제의 동향이 어떠한지를 비교법적 관점에서 검토하였다. 또한 한편으로는 이러한 미국의 교육복지정책과 법제가 향후 우리의 교육복지정책 및 법제에 부여할 수 있는 시사점은 무엇인지도 검토하였다. 미국은 오래 전부터 흑인을 비롯한 저소득층 자녀를 대상으로 하는 취학전 교육에 집중적 지원정책을 추진하고 있다. 이른바 헤드스타트 프로그램으로 대변되는 저소득층으로부터 시작한 취학전 교육지원정책은 모든 계층에 대한 교육지원 정책으로 확산되고 있으며, 한편으로는 계층간 정보격차에 따른 불평등 해소를 위한 노력을 경주하고 있다. 특히 이를 법적으로 뒷받침하기 위하여 2001년에 부시정부 하에 제정되어 시행되고 있는 “학습부진아방지법(NCLB)”은 기존의 초?중등교육법을 수정?개정한 대표적인 교육복지 관련 법률로써 전국 초등학교의 평균 학업성취도의 향상을 그 목적으로 하고 있으며, 이를 위하여 미연방은 연간 수억 달러에 이르는 연방 보조금을 지원하고 있다. 비록 빈곤가정에서 태어났다고 하더라도 취학 전부터 적극적으로 국가가 지원하여 장차 사회적부양책에 의존하지 않고 자립할 수 있는 능력을 갖춘 인간으로 육성되도록 하는 국가수준의 종합적이고 체계적인 교육복지 정책의 추진이 어느 때보다도 요구되며, 이를 위한 법제의 정비 또한 시급하다. The social welfare and education have had close relationship to realize social equality and social justice for a long time in the advanced countries and they have treated the education as a kind of social welfare since the welfare state has been emphasized. but otherwise this world wise tendency, our society has no idea to see the education as one of welfare until now. So in this article, I analyzed the tendency of the educational welfare policy and its legal system in the respect of comparative law in U.S.A where the educational welfare policy goes well and is realizing the legal system for educational welfare. And in the other hand, I analyzed that we can learn what kind of suggestion from the educational welfare policy and its legal system of America. For a long time, U.S.A has promoted support policy focused on a before-school education for African-American children and low-income bracket children. As it is called, Head Start Program that is educational support policy for before-school education is spreaded from low-income bracket to all social strata and in the other hand, is trying to remove the unequality of information between the social strata. Especially to support this policy by the law making, the Bush-government made the "No Child Left Behind" to promote learning achievement of elementary school student in all states in U.S.A in 2001 and American government support billion dollars for the federal government grant in the every year. It is needed to grow to independent for himself without social support policy even though he was born in the poor by the government support through before-school education and to promote the synthetic and systematic educational welfare policy in the standard of nation. also it is needed to make a law and cords to carry out these policy.

독일의 교육취약계층 지원을 위한 교육안전망에 대한 법적·제도적 구조 연구

노기호(Noh, Ki-Ho) 한양법학회 2016 漢陽法學 Vol.27 No.1

Educational safety nets are made within the larger framework of social services for supporting vulnerable groups in Germany. The poor, the disabled, students from broken homes are likely to receive higher education depending on their abilities as well as basic welfare benefits. And education problems of vulnerable groups supported is unlikely to find a solution by the efforts of the only schools and the federal and provincial governments, businesses, schools, out-of-school youth support organizations, religious groups, parents and many other related institutions are striving for to solve the problem by configuring the network. It also promotes measures to establish a long-term perspective in order to cope effectively support vulnerable groups in education, in order to determine that this legal basis is important, and created a legal basis for the federal and state level in pursuing the project. On the other hand, as we can be seen in the German disadvantaged support of education policy, our basic education and job training education for livelihoods in our education policies, including in early childhood education and elementary education, it may need to be made in the scope of free compulsory education. In this point, the elementary and secondary education that can be described as the foundation of national early education should be accessible from the point of view of welfare. And it is needed to promote the intensive support policies for low-income children targets in preschool education. And a systematic survey on education to this vulnerable group, policy support measures, and evaluates management system should be established for the results. In order to establish a system of our educational safety net for training disadvantaged support, training disadvantaged assistance related regulations have scattered the competent ministries to enforce their respective laws lot of difficult to enforce different systematic training disadvantaged groups and it may be part of this duplicated enforcement, the maintenance of law relating to systematic training and support vulnerable groups is needed to solve them. Also it is need to build a unified and systematic association, cooperation in the form of auxiliary requests by central government and local governments have led to a layer support and cooperation of the civil society. The comprehensive measures should be provided for each cause and in the area like home and school, private schools and support groups, and such as by supporting cooperation between enterprises and vocational schools. And it is needed to training underprivileged support policy provided estimates and funding measures of financial resources spent on education vulnerable groups supported in order to be successfully implemented, accurate and objective assessment of the effects of the committed financing, follow-up training disadvantaged supporting legislation in accordance with the evaluation results and the reflection of the policy. Finally, it is required to the training of experts to promote the welfare policy with the establishment of a department dedicated to teaching disadvantaged supporting policies. To do this, it’s need to be in place a compulsory education welfare specialists to educational institutions through the maintenance of educational support vulnerable laws and regulations to contribute to the realization of educational policy support vulnerable groups at the national level.

고령화 사회의 평생학습체제 구축을 위한 법적ㆍ제도적 방안 연구

노기호 ( Ki Ho Noh ) 한국법정책학회 2010 법과 정책연구 Vol.10 No.3

To construct the lifelong learning system in the advanced-age society by the respect of law and politics, it is needed to follow like this. First, it is needed to set up the idea or conception of the “act of lifelong education” again. the act of lifelong education is relating to many kind of research and laws. so we have to make the act to role of mother law or basic law of education. Second, it is needed to make up reconstruction and forth the lifelong learning system in the respect of nation. we need to make the nation government and local government practice the duty of lifelong learn system and have to make the basic ground to construct lifelong learning system. Third, it is needed to make up the local lifelong learning system. the lifelong learning system is relating to local administrative government and educational government. so we have to make the educational administrative organization to practice the lifelong education policy. Forth, it is needed to make boundary of lifelong education field. we can`t know clearly the area of act of lifelong education. so it is happen legal problems about lifelong education system. we need to make a boundary cleary and make the field or area of lifelong education system. Fifth, it is need to make the organization to practice the problems relating to lifelong education system. so if it is happened the many complicated trobles in the respect of law and administrative, it`s need to solve the problems quickly as soon as possible. these ways will help to strict the systems. Sixth, we need to make many kind of business relating to lifelong education. presently in Europe, the government to try their nations to take part in many kind of business relating to lifelong education and it will enhance to interest in lifelong education by their peoples.

법정책학연구논문 ; 공정사회 실현을 위한 전제로서의 교육복지의 방향과 과제

노기호 ( Ki Ho Noh ) 한국법정책학회 2014 법과 정책연구 Vol.14 No.4

공정사회의 사회적 목표를 달성함에 있어 교육은 매우 중요한 역할을 한다. 국가는 교육격차가 빈부의 격차뿐만 아니라 사회적인 신분의 격차로 이어진다는 점을 인식하고 사회적인 정의와 평등이 실현되는 교육복지 정책을 구현하고자 노력하여야 한다. 그러나 우리는 지금까지 교육을 받을 수 있는 기회를 확대하려는 노력에만 치우쳐서 교육의 격차해소 등 교육복지에 관한 정책 및 법제도의 시행에 있어서는 관심이 부족하였다. 따라서 국가는 사회적인 정의와 평등을 실현시키고 교육격차를 해소하려고 한다면, 교육복지 정책의 방향과 과제에 있어 다음과 같은 사항들이 반드시 고려되어야 한다. 즉, 교육복지 정책의 지원은 학생의 역량 개발을 추구하는 방향으로 이루어져야 하며, 다음으로 교육정책을 시행함에 있어 배타성을 극복하고 다양한 집단의 학생들을 포용할 수 있는 관용성의 방향으로 이루어져야 한다. 그리고 학생에게 의미 있는 학습경험이 이루어 질 수 있도록 양질의 교육기회를 제공하는 방향이어야 하며, 교육복지의 정책적 지원이 학생이 처한 불리함을 완벽하게 극복하기에는 어려움이 있으므로, 사회적으로 합의할 수 있는 일정수준의 성취를 보장하는 방향으로 시행되어야 한다.결국 사회적 소외계층의 학생들에게 교육을 통해 차별받지 않고 사회적 신분 상승과 계층 간의 이동이 가능한 공정한 사회를 구축하기 위해서는 이를 구현할 수 있는 새로운 개념의 교육복지를 정립하고 이에 대한 정책적 지원체계를 구축하는 한편 법적근거가 되는 관련 법제의 체계적인 정립과 재정지원이 요구된다고 하겠다. Today, the countries are pursuing common goals in the implementation of the welfare society based on economic stability and sustainable growth to improve the quality of life of individuals. However, one of the social ills that occur in the process of achieving these goals is conflict between the hierarchies and inequalities due to excessively unfair income distribution. Therefore, the country needs to be managed to allow the working principle of a fair society in economic growth and wealth distribution. Education plays a very important role to achieve the objectives of this fair social community. The State shall recognize that the gap between the educational is leads to gaps in social status as well as gap between rich and poor and shall endeavor to educational welfare policies that implementation of social justice and equality is realized. But we are trying to expand the opportunity to receive an education so far only make decisions based education was the lack of interest, such as bridge the digital divide in the policy and implementation of the legal system on educational welfare. Social poverty of the student experience of tangible and intangible social exclusion in relation to other groups, and they can be placed at a disadvantage compared to students in the proper condition if the other did not receive support at home, leaving intact the adverse conditions such It means that you will not be able to process our society. Thus, if the country is trying to bridge the education gap and to achieve social justice and equality, it must be considered are the following points in the direction and challenges of educational welfare policy. In other words, the support of education welfare policy should be made in the direction of pursuing the development of student competencies, and should be done by then in implementing the education policy to overcome the exclusion of forgiveness and direction to embrace the diverse groups of students. And so in a meaningful learning experience for students and can be made to be the direction that provides high-quality educational opportunities, educational welfare policy support this because this is a disadvantage to fully overcome difficulties faced by students, that can be agreed upon by the social shall be carried out in the direction of ensuring a certain level of achievement. Taking into account the direction of such as educational welfare policy, I can be presented the following things which include details of specific projects can be realized. First, the administrative framework for implementing the education welfare policy should be established. Second, the legal framework establishing is required for the legal basis to promote of education welfare policy. Third, it is urgent to ensure stable funding for the implementation of the educational welfare. Finally, we should establish a new concept of education welfare in order to build a just society that its possible to move between students without discrimination and upward social mobility through education to underprivileged social hierarchy. And it is required the systematic establishment and financial support of legislation that will hand the legal basis for building political support for this scheme.

법정책학연구논문 ; 지방자치단체장과 교육감의 연계,협력 방안

노기호 ( Ki Ho Noh ) 한국법정책학회 2015 법과 정책연구 Vol.15 No.3

본 논문에서는 지방교육자치제도의 논쟁에서 가장 중요한 주제의 하나로 언급되는 지방자치단체장(시·도지사)과 시·도교육감과의 연계.협력 방안에는 무엇이있는지를 검토하였다. 시·도지사와 교육감의 연계협력을 도모할 수 있는 정책적방안으로는 다음과 같은 것을 들 수 있다. 첫째, 지나치게 중앙정부에 의존하고있는 교육재정을 지방자치단체에서 확보할 수 있는 방안을 마련함으로서, 실질적으로 지역의 특수성 등을 고려한 교육이 이루어질 수 있도록 해야 한다. 둘째, 교육감과 시.도지사 및 지방의회 상호간의 협력과 지원을 확대하면서 각자의 지방교육자치에 대한 정치적 책임을 부과할 수 있는 방안의 개발이 논의되어야 한다. 셋째, 교육감과의 교육의원(시·도의회 교육위원회 소속 의원)의 자격요건과 관련하여 지방교육행정과 재정의 효율성 및 책임성을 강화하고 교육의 공공성과 교육수요자의 욕구를 충족할 수 있는 방향으로의 제도 개선이 요청된다. 넷째, 현재 운영 중인지방교육행정협의회의 기능을 활용하여 시.도지사와 교육감 간의 연계협력을 강화하는 한편 지방교육자치제를 활성화 할 필요가 있다. 다섯째, 2008년도에 시행되었으나, 지금은 기능이 약화된 교육협력관 제도를 활성화 하고 부교육감과 행정부지사의 협력 체제를 구축하여 활용하는 방안도 고려할 필요가 있다. In this paper, reviewed what is the best plan for link and cooperation between Heads of Local Government (City and Province) and educational superintendent, which is mentioned as one of the most important topics in the debate of the government system. The policy measures to promote the linkage and cooperation of the superintendent and the heads of local government is as follows. First, the education budget that relies excessively by the central government measures aimed at can be obtained from local authorities, it should actually be done so that education, including consideration of regional particularities. Second, expanding the mutual cooperation and support of local councils, the Superintendent and the heads of local government (City and Province)city, the development of ways to impose their own political responsibility for the education of local self-government should be discussed. Third, the system improvement is required in the direction that can meet the needs of public service and education goals of education with regard to qualifications of the superintendent of education and legislators(lawmakers City Assembly Education Committee) to enhance the efficiency and accountability of local education administration and finance. Fourth, when to utilize the functionality of local education administration councils currently operating, it is necessary to enable the local education municipality. while enhancing the cooperation between the Governor and the Chancellor``s association. Fifth, there is a need also to consider ways to enable the educational cooperation officer institutions. it was implemented in 2008 but now utilizes weakened by establishing a cooperative system of the Superintendent and Administrative Lieutenant governor. Thus, when the Governor and the Chancellor discussed cooperation linked to the goal of final policy decisions, they should keep in mind that even as policy decisions are equitable and ensure the residents of the area of equal educational opportunity and education policy decisions and the student``s right to education as always ensure that the participation.

국가와 지방자치단체간의 교육권한 배분 및 관계 정립에 관한 연구

노기호 ( Ki Ho Noh ) 한국법정책학회 2016 법과 정책연구 Vol.16 No.3

지방교육권한 배분과 관련된 법령의 분석과 제도적 문제점을 분석한 결과 무엇보다도 법령을 통한 교육권한 배분의 추진과 정비가 더욱 강조될 필요가 있음을 알 수 있다. 지방 교육권한 배분은 법령을 통하여 지방으로의 권한이관 사항을 규정하는 방식으로 추진되어야 타당하다. 그러나 지금까지 대부분의 경우, 권한이관이 법령을 통해 이루어지는 것이 아니라 행정지침에 의해 이루어지는 경우가 많았다. 그리하여 법적 정당성을 갖는 권한이관이 아니라 행정적 편의에 의해 추진되는 이관이 빈번하였다. 중앙의 교육부 장관이 갖는 권한을 지방으로 이양할 때에는 ‘지방교육 자치에 관한 법률’에 그 근거 사항을 규정하고 그 시행령에 구체적인 권한이양 사항을 규정하는 것이 타당하고 정당하다. 같은 방법으로 교육감이 학교장에게 권한을 위임할 때는 현재 시·도별로 운영되는 ‘교육감 행정권한의 위임에 관한 조례’에 그 근거규정을 두고 역시 구체적인 위임사항은 ‘교육감 행정권한의 위임에 관한 규칙’에 규정하는 것이 역시 가장 적절하다. 따라서 지방의 자율권 확대를 위해 추진되는 사무이양 혹은 위임은 정부의 공문에 의해 실시하는 것보다 법령의 제·개정을 통하여 이루어지는 것이 정당하다. It mentioned so far have the status of theories and precedents of the education authority distribution between the state and local governments. And comprehensive improvement measures such as the allocation of institutional problems and educational rights of foreign laws educational rights allocation between the state and local governments present and future challenges for the relations established as follows First, local educational decentralization means to transfer the work belonging to the authority of ‘Minister of Education, Science and Technology’ to provincial offices of education to execute local education affairs and have them conduct the affairs in their own authority and responsibility by devolving or reasonably allocating the authority of the Ministry of Education, Science and Technology regulated by law to local autonomous organizations. The local educational decentralization has logical structures that is implemented to expect the development of local education, given the autonomy, particularity, and professionalism of local education. Second, laws related to implementation of local educational decentralization are ‘Local Autonomy Act’, ‘Act on the Promotion of Local Delegation of Central Administration Authority’, ‘Special Act on the Promotion of Local Decentralization’, ‘Provisions on Delegation and Entrustment of Administration Authority’, ‘Local Autonomy Education Act’ etc. Besides, it was analyzed that certain provisions in most education laws are related indirectly with local educational decentralization in the formation of devolution. Third, local educational decentralization in Korea was implemented in a full scale after the enactment of ‘Act on the Promotion of Local Delegation of Central Administration Authority’ in 1999 and in the field of education, lots of authorities in the field of elementary and middle school system, curriculum, teaching-learning, and students instruction and academic affairs have been devolved or delegated to superintendents of education offices by educational autonomy, in the fields of educational personnel management, educational finance, and educational facilities, however, the level of decentralization is turned out as still mere than the other fields. Fifth, there is a need also to consider ways to enable the educational cooperation officer institutions. it was implemented in 2008 but now utilizes weakened by establishing a cooperative system of the Superintendent and Administrative Lieutenant governor. Thus, when the Governor and the Chancellor discussed cooperation linked to the goal of final policy decisions, they should keep in mind that even as policy decisions are equitable and ensure the residents of the area of equal educational opportunity and education policy decisions and the student`s right to education as always ensure that the participation.

학업중단 청소년 지원 법률의 제정 방향과 과제

노기호 ( Ki Ho Noh ) 대한교육법학회 2014 敎育 法學 硏究 Vol.26 No.3

학업중단 청소년의 당연한 헌법상의 권리인 교육기회를 제공받을 권리를 실현하기 위해서는 학업중단 청소년 예방 및 지원에 관한 체계적이고 종합적인 법률이 요구된다. 현재 「학교 밖 청소년 지원에 관한 법률」이 학업중단 청소년 지원을 위한 유일한 법적 기반이 되고 있으나, 이 법률은 시행까지 아직 1년여의 시간이 남아 있으며, 입법과정상의 여러 문제들로 인해 조문의 체계나 규정 상호간의 중복, 내용의 불충분 및 다른 법률과의 상충의 문제 등이 노출되어 있다. 학업중단 청소년을 지원하기 위 한 법률은 그 입법방향에 있어서는 중앙정부와 지방정부의 학업중단 청소년 예방 및 지원 노력, 학교와 지역사회, 가정의 학교지원 네트워크 구축, 학업중단학생 문제에 대한 장기적인 지원과 재정적인 지원, 교육체제의 개선과 학업중단 학생 정보의 공유 등에 맞추어져야 하며, 세부적인 구성내용에 있어서는 학업중단 청소년 지원계획 수립, 실태조사, 교육지원, 가족관계 지원, 직업체험 및 취업지원, 정보시스템 운영 등이 반드시 규정되어야만 한다. It is needed to enact laws that preventing and supporting dropout students in order to realize the right suspended constitutional rights for academic education of youth. Currently the Youth Welfare Act ``Article 17 (academic support for youth interruption) interruption academic support for students to be the only legal basis, but there is only provisions for out-of-school students supporting initiatives of national and local governments establish and enforce and it is not prescribed comprehensive regulations regarding the specific details of a plan to raise If young people are dropt out from the country``s education system in the country will no longer be deprived of educational services provided by the country, as well as ensure the protection of the system from the left. This is stated as a result of the loss of the ability of citizens entitled to an equal education in Article 31 of the Constitution. It must be set state support system built on related laws to support academic and in order to support employment such as self-reliance of their youth out of school. Meanwhile, it is because there has been pointed out that students studies such as home and school is the main cause of interruption of the primary features that weaken the social safety net. At this point to prevent dropout students to return their academic, improvement of laws and policies is urgently required. As discussed previously, it can be found at the developed which is independent of the systemic implications of these policies and institutions. Dropout students supporting legislation should be fitted in the direction of that central and local government study comes stop students prevention and support efforts, the school and the community, the school supports home networking, academic support andlong-term issues for interruption student financial assistance, and it should be the improvement of the education system and the sharing of information and according to the student learning, and stopped a detailed study on the configuration comes youth support, planning, survey, training, support, supporting family relationships, work experience and employment support, such as information systems operations regulations.