스웨덴의 통합형 후기중등학교 개혁: 전개과정 및 쟁점

이윤미 ( Yoon Mi Lee ),장신미 ( Shin Mee Chang ) 한국교육사학회 2011 한국교육사학 Vol.33 No.2

이 논문은 유럽에서 시도된 가장 급진적 개혁의 하나로 평가되는 스웨덴의 통합형 후기중등학교 개혁의 전개과정과 쟁점을 1970년대와 1990년대 이후 개혁을 통하여 분석한다. 1970년대 개혁은 유럽의 전통적 복선제를 수정하는데 기여하였으며, 그 전통적 위상을 크게 변화시켰다. 이러한 개혁은 1990년대 이후 새로운 원리들에 의해 도전을 받게 되며 그 내용과 성격은 1970년대 이후 이루어진 개혁의 방향을 변화시키는 요소들을 포함하고 있다. 복선적 체제인가 통합적 체제인가라는 문제는 매우 복잡한 논의를 수반해왔다. 엘리트주의적 중등교육의 역사가 길었던 유럽에서는 통합적 체제를 향한 개혁이 상대적으로 어렵게 수행되었다. 특히 기초보편교육단계인 초등교육과 고등학문교육단계인 대학교육을 잇는 시기인 중등교육의 성격 규정 문제는 역사·사회적 함의가 강하여 ``엘리트주의와 평등주의`` 사이에서 논란의 대상이 되어 왔다. 중등교육의 위상과 성격은 해당 사회의 교육시스템이 어떤 이념과 원리에 의해 형성되고 유지되는가에 따라 다르게 규정될 수 있을 것이다. 20세기 중반이후 매우 강력한 개혁정책을 추진해온 스웨덴의 사례는 후기중등교육의 성격문제와 관련하여 원리와 실제의 양 측면에서 풍부한 논의거리를 제공하며, 한국 후기중등교육 고등학교)의 역사적 성격분석 작업에도 의미있는 시사점을 제시한다. This paper examines the reform processes and the issues over the comprehensive upper-secondary school (or the gymnasium) in Sweden. The reform policies of the 1970s are compared with those since the 1990s, to elaborate how the definition of secondary education has shifted with regard to the changing needs and demands of the twentieth-century Swedish society. The comprehensive upper-secondary school reform in Sweden in the early 1970s has known to be the most radical reform attempted in Europe. The reform integrated the academic and vocational programs in upper secondary schools, which had long been divided along social class lines in most European countries for centuries. It attempted at an equalization between academic and technical-vocational studies by means of integration and the abolishing of the restrictions on qualifications for higher education. Since the 1970s, all the graduates from the comprehensive gymnasium get qualification for university education, regardless of the particular courses they take in upper-secondary schools. In the 1990s and onwards, however, deregulation and decentralization became important themes in education. The upper-secondary education has also been affected by the overall changes in the policy objectives. Most recently, a scheme to re-divide the upper-secondary education along academic and vocational lines and to restrict the qualification for university education is introduced, and is to be implemented by the Center-Right government. This paper compares the reform efforts in the 1970s and the 1990s onwards to discuss the characteristics of the upper-secondary education in Sweden. The reform processes are analyzed in light of several elements crucial to the definition of upper-secondary education, namely, the expansion of mass education, integration and differentiation between academic and vocational programs, early/selection, and the demands from the labor market. The study discusses the implications of the reform with regard to the extent to which the 1970s reform challenged and restructured the traditional dual system based on elitism, and whether the reforms after the 1990s have diverged from the earlier practices based on egalitarianism.

5.31 교육개혁방안 중 ‘교육재정 GNP 5% 확보’의 성과와 과제

송기창(Song, Ki Chang) 한국교육재정경제학회 2015 敎育財政 經濟硏究 Vol.24 No.4

이 연구는 5.31교육개혁안의 일환으로 교육개혁위원회가 발표했던 교육재정 GNP 5% 확보방안의 성과를 평가한 후, 교육재정의 과제를 제시하는 데 있다. 이를 위하여 정부의 교육재정 관련 통계자료를 수집하여 분석하고, 관련 선행연구와 각종 법령정 보를 고찰하였다. 교육재정 GNP 5% 확보를 위하여 1995년말에 「교육세법」과 「지방교육재정교부금 법」을 개정하였고, 1995년말에 「학교용지확보에 관한 특례법」과 「교육환경개선특별회 계법」을 제정하였으며, 1996년 4월에 「시 · 군 및 자치구의 교육경비보조에 관한 규정」 을 제정하였다. 목표연도인 1998년까지 3년 동안 62조 3,954억원을 확보할 계획이었으 나, 실제로 확보한 재원은 56조 6,425억원으로 계획 대비 90.8%였으며, 1998년 GNP 대비 교육재정의 비율은 4.3%였다. 1998년까지 교육재정을 GNP 5% 수준까지 확보하는 데는 실패했다 하더라도 교육 재정 GNP 5% 확보방안의 일환으로 입법되었던 교육재정 관련법령이 1999년 이후에 도 지속되었고, 국민의 정부의 교육재정 GNP 6% 확보방안과 맞물려서 교육재정 확 충을 견인하는 밑바탕이 되었다. 그러나 지방교육채 발행을 통한 재원조정 관행의 고 착화, 지방교육재정 확보 책임의 전가 구조화, 지방교육자치와 일반지방자치의 통합 촉진, 지방교육재정구조의 복잡화와 재원의 불안정화, 교육재정 확충 논리의 실종 등 교육재정 GNP 5% 확보방안의 부정적 결과를 개선하기 위한 노력이 필요하다. The purposes of the study are to evaluate the outcomes on ‘the Measure for Increasing Educational Budget to 5% of GNP’(hereinafter, "GNP 5% Measure") of 「5.31 Education Reform Program」, and to present tasks to improve the educational finance system. To accomplish these purposes, the government statistics of educational finance, earlier studies, and information of acts and subordinate statutes were analyzed. In 1995, the Government and the Assembly amended the Local Education Finance Subsidy Law and Education Tax Law, and enacted the Law on the Special Cases Concerning the Procurement, Etc. of School Sites and the Law on Special Accounts for the Improvement of Educational Environment, to increase the educational budget to five percent of GNP. In 1996, the Government amended Regulations on the Financial Support of Counties and Cities for the Schools’ Expenses. As a result, the Government planned to secure the educational budget of 6,239.54 billion won, but actually secured educational budget was 5,664.25 billion won, that is 4.3% of GNP, from 1996 to 1998. The government did not accomplish to increase the educational Budget to 5% of GNP in 1998, but acts and subordinate statutes for GNP 5% Measure contributed to raise the educational budget increase since 1999. In spite of many outcomes of GNP 5% Measure, the tasks to reduce negative any outcomes of GNP 5% Measure are as follows: the habitual practices to cover revenue shortfall by issuing local education bond, the structure to shift responsibility of securing local education budget upon local government, the trend to go ahead with a plan to merge local educational autonomy system and local autonomy system, the more complicated structure to secure the local education budget, the unstable change of revenue source of local education budget, and the absence of the logic to secure the more educational budget.

비교교육의 관점에서 살펴본 한국 핵심역량 교육정책의 특징과 과제: 초ㆍ중등교육을 중심으로

이상은 한국교육학회 2017 敎育學硏究 Vol.55 No.1

Recently, 'key competencies' have been regarded as a key word for new educational reform in 21st century. Many countries in OECD, EU have been introducing and implementing educational policies based on key competencies in their education system. Korea is no exception. Ministry of Education in Korea published 2015 revised national curriculum adopted key competencies explicitly. In addition, the goal of Free Learning Program which has been implemented as a key educational policy toward school innovation in this government is to achieve key competencies. In this situation, the purpose of this study is to explore the characteristics and challenges of educational reform for key competencies in Korea from comparative and international perspective. To achieve this purpose, firstly I explored the trends of key competencies education in global context by analyzing the results conducted by international organizations such as OECD, EU and Partnership for 21st Century Skills in US. Next, I analyzed the current educational policies in Korea focusing on 2015 revised national curriculum and Free Learning Program. Lastly I discussed the characteristics and challenges of key competencies education in Korea focusing on four dimensions; curriculum and instruction, assessment, professional development and school organization. 본 연구의 목적은 최근 화두가 되고 있는 핵심역량 교육의 국제적 동향을 살펴보고, 이를 토대로 한국의 핵심역량 교육정책이 갖는 특징과 과제를 탐색해 보는 데 있다. 이 글의 주된 연구방법은 문서 분석이다. 국내외 핵심역량 교육정책의 동향을 분석하기 위해 이와 관련된 문서를 분석하였다. 본 연구에서는 먼저, EU, OECD 등 국제적 수준에서 수행된 연구 결과를 토대로 핵심역량 교육의 동향을 '교육과정과 수업', '평가', '교사 전문성', '학교조직 재구조화'의 네 가지 측면에서 살펴보았다. 이어서 최근 한국의 핵심역량 교육정책의 현황을 2015 개정 교육과정과 자유학기제 등의 주요 정책을 중심으로 살펴보고, 마지막으로 한국의 핵심역량 교육정책이 갖는 특징과 과제를 논의하였다. 연구 결과, 한국은 외국의 사례와 유사하게 핵심역량 교육을 위해 국가 교육과정을 역량기반 교육과정으로 개혁하고 학생 참여형 수업을 강화하는 흐름을 보였다. 평가 정책 또한 과정중심 평가를 지향하고 있다는 점에서 국제적 동향과 크게 다르지 않았다. 그러나 2015 개정 교육과정의 총론과 각론에서 핵심역량을 반영하는 방식, 국가 교육과정 상에서 핵심역량 평가에 대한 접근 방식, 특히 자유학기제를 통한 평가 방식의 변화와 관련하여서는 한국적 맥락의 독특한 특징을 보였다. 교사 전문성과 관련하여서는 외국 사례들과 마찬가지로 현직 교사교육 위주로 이루어지고 있었으나, 그 초점이 수업 및 평가 방법 개선이라는 당면 과제를 중심으로 이루어짐으로써 교사의 역할에 대한 근본적인 반성까지는 이르지 못한 것으로 나타났다. 마지막으로 학교조직 재구조화 측면에서는 자유학기제나 진로교육 정책을 통해 학교 내부의 구성원들 간의 협력 및 학교와 지역사회의 연계를 적극적으로 실행하는 모습을 보이지만, 제한된 기간 동안 특수한 정책 사례라고 이해될 가능성을 안고 있었다.

일본 국립대학의 구조개혁 동향

한용진(Hahn Yong-Jin) 한림대학교 아시아문화연구소 2004 아시아문화 Vol.- No.20

This study purpose on the review of contemporary reform of National Universities in Japan. On 25 January 2001, MEXT(the Ministry of Education, Culture, Sports, Science and Technology) drew up “the Education Reform Plan for the 21st Century(The Rainbow Plan -the Seven Priority Strategies)” which maps out specific measures and issues of educational reforms. This paper focuses on the three points as follows; First, I described the brief historical perspective on higher education. As the environment surrounding universities goes through drastic changes, such as rapid social changes, internationalization and globalization. In the 21st century, and the emergence of the “knowledge based society”, the role of universities in charge of ‘the creation and conveying of knowledge’ is exceedingly important for Japan. Second, it has been pointed out the process of changing policies in national universities. Under the “Policies for the Structural Reform of Universities” of June 2001, the reform of universities has been further accelerated as follows; ① Turning National Universities into Corporations, ② Reorganization and Consolidation of National Universities. Third, it's about the building a new system to secure the quality of universities. ① by giving individual national university corporation status independence and autonomy in decisions of budgets and organizations of each university are to be significantly enhanced. ② introduction of new management style similar to private companies is strongly emphasized. ③ systematic participation of persons outside the university in management of the university is established. ④ all teaching and clerical staffs will become non-civil servant in the new corporations. ⑤ the third party evaluation system will be introduced. The main point of this reform was to increase the power of the president of university and to reduce the power of each faculty. The higher education reform starts out to consider the social responsibility in research and to confirm the international competition. As described above national universities in Japan are now entering a new era of evaluation and competition. Universities, whose intellectual activities play an important role in efforts to lead the development of society, will need to consider not only the quantity of knowledge but also the comprehensive “intelligence” from various points of view. Higher education will be urged to advance its structural reform to further strengthen intellectual activities in preparation for the new era of “intelligence” restructuring.

中、韩现行义务教育课程方案及课程标准比较

杨蝉溪,李颖 고려대학교 중국학연구소 2023 中國學論叢 Vol.- No.81

Using the method of comparative analysis, the contents of China's Compulsory Education Lesson Plans (2022edition) and Korea's General Education Curriculum (2015 Edition 2022 Revised) are compared in terms of six aspects: Educational Training Objectives, Principles of Education, Curriculum Development, Preparation of Curriculum standards, Preparation of Teaching Materials, Curriculum Implementation and Curriculum Evaluation. Analysis of the differences between the compulsory education curriculum programs in China and Korea. The results of the comparison reveal that there are certain similarities between the current education Lesson Plans and standards in China and Korea based on the legal, cultural and international context of basic education curriculum reform, but due to the differences in curriculum objectives, reform and implementation stages between the two countries, there are significant differences in the actual teaching and learning process in three areas: curriculum development, curriculum implementation and curriculum evaluation. The compulsory Lesson Plans and standards in China and Korea are still undergoing reform and innovation. Korea 's experience with China is as follows:1. breakthroughs in the implementation of the "lifelong education" reform and the "credit bank" policy; 2. active learning in the capacity of primary and secondary schools in terms of overall school curriculum planning, subject development guidance plans and unit planning plans; 3. a breakthrough is needed in the area of creativity in the editing of teaching materials. China's experience with Korea is as follows: 1. the scientific and logical nature of the construction of a core literacy system for student development is worth learning from; 2. the lack of knowledge panels and knowledge skills in some subjects requires a re-examination of the overall structure of the curriculum and the logic of the subject system; 3. the difficulties in improving the quality of education and the polarization of examination results brought about by a highly liberal and democratic curriculum requires a more detailed policies, it is worth pondering.

특수학교와 일반학교간 통합교류활동 프로그램의 구성요건

박승희 한국특수교육학회 2008 특수교육학연구 Vol.42 No.4

The purpose of this study is to provide a framework for components of the inclusive exchange program between special and ordinary schools. Currently, the inclusive exchange programs have gradually increased since year 2000 due to constant emphasis on inclusive education policy in South Korea. This study attempted first to delineate a framework of components for an inclusive exchange program through suggestions provided from the previous study of the first national survey on the inclusive exchange programs between special and ordinary schools and literature review on inclusive education and ideas collected from the meetings of practitioners who had experiences in regularly implementing the program. The results of this study are followed. A framework for components of the program includes five components and three stages. Above all, values of the inclusive exchange program should be acknowledged and shared by participating special and ordinary schools. And, both schools' intent to implement the inclusive exchange program should be secured. First three components comprising first stage is to develop a goal of an inclusive exchange program and making a plan of the inclusive exchange program and developing the contents of the program. Second stage is to implement an inclusive exchange program and third stage is to evaluate a program. The first component is to establish a goal of the inclusive exchange program. It is very important that establishment of common goals which can be agreed by both special and ordinary schools. The second component is to plan an inclusive exchange program. Planning a program requires six factors: (1) deciding a participating school; (2) deciding participating students; (3) eciding responsible special and general education teachers and convening program preparation meetings; (4) providing teachers and students with a program guide education before the program implemented; (5) parents' supports for the program; and (6) deciding the timetable of sessions of the program. The third component is to develop the contents of the inclusive exchange program. A strategy for developing contents of the program is first to decide the type of the contents and secondly to specify the activities within the type. Four types of the contents include: (1) specific curriculum subjects, (2) extra-curricula activities, (3) field trip experiences, and (4) school events. Specific activity contents are determined by the consideration of students' age, abilities, interests, limitations imposed by disabilities, needs, and teachers' specific talents. Fourth component is related to the factors needed for implementing the programs. Four factors needed to be considered for the implementation include: (1) fair division of roles and collaborations by special and general education teachers, (2) roles and supports of school administrators, (3) extra personnel supports, and (4) administrative and financial supports. Fifth component is evaluation of the program. Specific evaluation areas include appropriateness of the program components and implementation, change of students' attitudes and performances, teachers' teaching abilities, and participants' satisfactions of the program. The evaluation data of the process and outcomes of the program can be used for guides for improving the future inclusive exchange program between special and ordinary schools. The results of this study demonstrating a framework for the components of the program present useful information and data which can contribute to developing, implementing, and expanding a quality inclusive exchange program between nationwide special and ordinary schools. 본 연구의 목적은 특수학교와 일반학교간 통합교류활동 프로그램의 구성요건의 한 모형을 제시하는 것이다. 본 연구에서는 전국의 특수학교와 일반학교간 통합교류활동 프로그램 실행에 대한 선행연구에서 밝혀진 제안과 통합교육 실행 관련문헌에서 추출한 내용 및 통합교류활동 프로그램을 정기적으로 실시하여 경험적 전문성을 지닌 현장 실무자들과의 협의회와 전문가 자문회의 검토를 통해 제공된 제안들을 기초로 통합교류활동 프로그램의 구성요건의 한 모형이 제시된다. 1990년대 말 이후 한국 특수학교들이 직면하는 도전은 분리교육 환경의 문제 극복과 교육의 질 제고 압력에 적합한 반응을 하는 것이다. 이런 맥락에서 전국 특수학교들의 일부는 산발적이지만 관련 일반학교들과 일종의 통합 프로그램을 초보적이지만 시작하였고, 이러한 통합 프로그램의 구성요건에 대한 구체적 지식이 요구되는데 참조할 수 있는 문헌이 전무한 실정이다. 이에 본 연구는 특수학교와 일반학교간 통합교류활동 프로그램의 구성요건으로 5가지 요소와 3단계로 진행되는 모형을 제시하게 되었다. 모든 단계에 우선되어야 할 것으로 통합교류활동 프로그램의 가치와 실시의지에 대한 특수학교와 일반학교의 공유된 인식이 필요하다. 구체적인 프로그램 실시를 위해서는 1단계에는 (1)프로그램 목표 설정, (2)프로그램의 계획, (3)프로그램의 내용 개발; 2단계에는 (4)프로그램의 실행; 3단계에는 (5)프로그램의 평가가 이루어진다. 이 프로그램 구성요건 모형의 5가지 요소들에 대한 설명과 각 요소에 대한 구체적 지침이 제공된다. 통합교류활동 프로그램 구성요건 모형은 전국의 특수학교와 그와 연계하는 일반학교에서 양질의 체계적인 통합교류활동 프로그램의 개발과 실시 및 확산에 유용한 자료를 제시한다. 이 프로그램 구성요건은 이미 실시된 통합교류활동 프로그램의 질 점검과 개선을 위한 평가요목 체계로도 활용가능하다. 궁극적으로, 본 연구는 현재 분리교육 환경인 특수학교의 교육의 질 제고를 위한 변화의 촉발제로 기여하고, 특수학교 재학생의 통합교육 기회 증진을 위한 자극제로서 기여하는 의의를 지닌다.

What are the Critical Factors and Reasons Involved for Some American States to Introduce a School Voucher Program for Their Educational Competitiveness?

Hwang, Suk-Joon(황석준),Kim, Gook-Jin(김국진) 한국정부학회 2019 한국행정논집 Vol.31 No.2

현재 미국 각 주에서는 교육 바우처 (School voucher) 프로그램을 다른 교육혁신 프로그램들과 함께 활발히 채택하고 있다. 교육 바우처 프로그램을 통해 국공립, 사립학교 상관없이 학생들이 원하는 학교에 등록할 수 있도록 지원함으로써 바우처 수혜를 받는 학생들이 더 나은 교육서비스를 받도록 하는 것에 그 주요 목적이다. 하지만 미국의 모든 주들이 바우처 프로그램을 채택하고 있는 것은 아니다. 따라서 본 연구에서는 왜 어떤 주들은 교육 바우처 프로그램을 채택하고, 다른 주들은 채택하지 않는지를 사건사분석(Event History Analysis)을 통해 분석해보고자 하였다. 전반적인 분석결과, 주 의회에서의 정책도입관련 의사결정의 주도권을 가진 정치 엘리트들이 보수적일수록, 주요 수혜자인 흑인 인구가 많을수록 교육 바우처 프로그램이 해당 주에서 도입될 확률이 높음을 알 수 있었다. 그러나 세부적으로는 약간 다른 양상을 보이는데, 장애 등으로 특별한 지원이 필요한 학생을 대상으로 하는 바우처 프로그램의 경우에는 전반적인 분석에서 밝혀진 요인들과 동일한 요인들이 프로그램 채택에 비슷한 영향을 미치는 것으로 나타났으나, 이러한 특별 지원이 필요 없는 학생을 대상으로 하는 바우처 프로그램의 경우에는 추가적으로 이해관계 집단인 교원노조의 영향력이 클수록 교육 바우처 프로그램이 해당 주에서 도입될 확률이 낮음을 알 수 있었다. In the United States, some states have adopted the school voucher program to reform the public education system along with other educational reforms including public charter schools and magnet schools, etc. The purpose of school voucher program is to provide a better-quality education service to voucher students by helping their school attendance regardless of whether they attend public or private schools. However, not every state has adopted it. Some states have actively adopted school voucher program, while others have not. Thus, the aim of this article is to examine the factors that determine each individual state’s decision regarding the introduction of a school voucher program. According to the results, whether or not a school voucher program is adopted in a particular state depends more on political elites’ ideology in a state and the ethnic composition of each state’s population than the other factors. Furthermore, the influential factors differ depending on whether or not a school voucher program is for students with special needs; The additional analyses show that the pressure of teachers’ union is revealed as a negative factor affecting the introduction of the school voucher program for students without special needs while the conservative state government ideology in a state and the portion of African Americans in the state’s population are the positive influential factors relevant to school voucher programs for students regardless of whether the recipients are restricted to students with special needs.

유아교육에 있어서의 프로그램 평가의 역할

이진희 한국아동교육학회 2004 아동교육 Vol.13 No.2

유아 프로그램의 실제를 이해하고 교육의 질을 개선하는 데 있어서 프로그램 평가는 큰 몫을 담당할 수 있으나, 우리나라의 유아교육 현장에서 아직 체계적으로 실시되지 못하고 있다. 이 연구는 먼저 프로그램 평가의 역사적, 사회적 발달 배경 및 역할을 개관한 뒤 미국에서 유아 프로그램 평가가 어떻게 실시되고 있는지 살펴본다. 프로그램 평가가 가장 활발하고 다양하게 실시되고 있는 미국의 경우에도, 결과 평가에 지나치게 치중하거나 각 유아 프로그램의 상환이나 특색을 반영하지 못한 채 일반화된 유아프로그램 기준을 강요함으로써 프로그램 평가의 제 기능은 충분히 살리지 못하고 있다. 이러한 미국의 사례를 토대로 하여, 필자는 우리나라에서 프로그램 평가가 보다 의미 깊고 유용하게 실시될 수 있는 몇 가지 시사점을 제시한다. Program evaluation can help early childhood educators deepen their understandings about educational practices and thus improve the quality of early childhood programs. However, it has been reported that Korea has not taken advantages of systematic program evaluation. This article is aimed at assisting educators to better comprehend roles and uses of program evaluation in understanding and improving the quality of early childhood programs. The author first reviews historic and social background of modern program evaluation in general, and moves to American practices regarding program evaluation in early childhood programs. There have been persistent concerns that American program evaluation practices in early childhood programs are under-theorized when compared to the larger field of educational evaluation, in spite of the quantity of evaluation. Reliance upon outcome-oriented evaluation and standards-based monitoring can diminish potentials of program evaluation and deprofessionalize early childhood educators. Drawing upon various advanced models of program evaluation, early childhood programs in Korea are encouraged to fully utilize benefits of program evaluation.

What are the Critical Factors and Reasons Involved for Some American States to Introduce a School Voucher Program for Their Educational Competitiveness?

황석준,김국진 한국정부학회 2019 한국행정논집 Vol.31 No.2

In the United States, some states have adopted the school voucher program to reform the public education system along with other educational reforms including public charter schools and magnet schools, etc. The purpose of school voucher program is to provide a better-quality education service to voucher students by helping their school attendance regardless of whether they attend public or private schools. However, not every state has adopted it. Some states have actively adopted school voucher program, while others have not. Thus, the aim of this article is to examine the factors that determine each individual state’s decision regarding the introduction of a school voucher program. According to the results, whether or not a school voucher program is adopted in a particular state depends more on political elites’ ideology in a state and the ethnic composition of each state’s population than the other factors. Furthermore, the influential factors differ depending on whether or not a school voucher program is for students with special needs; The additional analyses show that the pressure of teachers’ union is revealed as a negative factor affecting the introduction of the school voucher program for students without special needs while the conservative state government ideology in a state and the portion of African Americans in the state’s population are the positive influential factors relevant to school voucher programs for students regardless of whether the recipients are restricted to students with special needs.

일본의 단기 고등교육기관의 문교시책과 변화의 방향

심수경,황규삼 한국일어일문학회 2020 日語日文學硏究 Vol.113 No.-

This paper examined the direction and the method of university reform, focusing on short-term higher education institutions of Japan : junior colleges, technical colleges, vocational colleges. First, it was found that the enrollment rate and employment rate of short-term higher education institutions in the prefecture are significantly higher than those of four-year universities, thus contributing more to community relations. Next, this study analyzed the operation and the problems of community colleges(Department of Regional Comprehensive Science) as part of junior college reform. And, the contents of the 2040 Grand Design of Higher Education announced in 2018 were reviewed, focusing on <Brush up program for professional> and <Professional College> to considered about features and problems. It can be seen that such university reforms are focused on accepting office workers, linking them with the local community, and creating linkages between industry and academia. However, since this is required for most universities, there is a concern that the competition between universities, the characteristics of universities tend to be erase, and the problems of the community colleges which has not succeeded in accepting office workers are still present. It is necessary to find a more fundamental solution