한국 로스쿨(법학전문대학원)제도의 개선방안에 관한 연구 -일본 로스쿨(법과대학원)제도의 운영 경험을 중심으로-

( Chang Shin Kwack ) 단국대학교 법학연구소 2013 법학논총 Vol.37 No.4

Both Korean and Japanese Government decided to introduce the ‘law school system’ for reforming the long-debated problems such as the education system in the college of law, the bar-examination and the training system of the future legal professionals. While Korean government approved only small number of law schools by establishing the high criteria which were very difficult to reach. Japanese government approved many law schools if they passed the certain low criteria which were very easy to meet. Twenty-five law schools with 2,000 students in Korea started in March of 2009, while sixty-eight law schools with 5,600 students in Japan started in April of 2004. There are many similarities between Korean law school system and that of Japanese in that two systems are one of modified American-style law school. However, we can find more differences than we think, if we compare them in detail. During the five-year-experiences of operation, Korean law schools found some problems. We can separate the problems of Korean law school into two categories. One group of problems is short-term problems which are necessary for the soft landing of Korean law school system. The other group of problems is fundamental problems including the assertion of abolition of law school system itself. Short-term problems of Korean law schools are as follows, excessive financial burden of students because of expensive tuition, abnormal operation phenomena of law school curriculum because of the over-heated competition for good GPA and for the preparation of bar-examination, the criticism on the lack of law-related knowledge of law school graduates because of the shortage of learning time within 3 years of law school system, serious financial difficulties of each law school, the serious difficulties in finding the lawyer-jobs for the law school graduates and so on. From the opening of law school system, Japanese law schools have been in difficult situation because of fundamental problems such as imbalance between the number of law school(students) and number of successful applicants in Japanese Bar-examination. For example, only 26.8%(2,049) of applicants(7,653) could pass the Japanese Bar-exam. in 2013. Because of the above-mentioned problems, Japanese law schools have suffered from the shortage of applicant in entrance examination. In 2013, 64 law schools(93%) could not fill the entrance exam. quota of each law school, and only 2,698 students(63%) entered 69 law schools with the total quota of 4,261 students. The on-going process of reforming the Japanese law schools could be expected from the start of law school system. And the problems of Japanese law schools have been deteriorating from the opening year. Finally in August of 2012 the Central Government of Japan decided to establish ‘Committee of Ministers for the Reform of the Legal Professionals’ Education and Training’. And it was expected to finalize its duty in August of 2013. The Committee disclosed its final report in July 16th of 2013. According to the report, the Committee decided to maintain the current law school system for the time being. It decided to reform some easy problems of law school system, however it delayed its final decision regarding the difficult tasks such as the optimum number of lawyers in Japan in the future, the methods of reforming the low-performance law schools, preliminary-exam. system for the regular bar-exam.Japanese Government decided to create and operate the new special Committee composed of 6 related-Ministers and the Advisory Group composed of experts under its jurisdiction. The newly established Committee will deal with the fundamental reform of the Japanese law school systems including the fore-mentioned difficult tasks. The new Committee was established in September of 2013 and it will last for 2 years. From the lessons of the Japanese law school reform experience, there can be two approaches for Korean law schools. In the short term, Korean law schools have to improve the urgent problems arising from the 5 years of operation. In the long term, Korean law schools and Government had better wait and see the Japanese reform of law school system. Lastly, it is advisable that Korean Central Government and Korean Association of Law Schools should be prepared to learn from the Japanese law school reform experiences. And it is also advisable that Korean Central Government and National Assembly should establish the ‘Joint Committee’ to discuss the ‘Reform Plan’ of the Korean law schools.

Зарождение школьного образования среди корейского населения Южно-Уссурийского края во второй половине XIX века

О.Б. Лынша(오.베. 린샤,O.B. Lynsha) 한국외국어대학교 역사문화연구소 2006 역사문화연구 Vol.24 No.-

이 논문에서 우리는 1868년 첫번째 학교가 창립된 때로부터 19세기말까지 러시아 원동의 남부지역에 살고 있던 한인거주지에서의 학교 교육의 진보적인 발전을 살펴보았다. 이 시기를 몇 개의 시기로 나눌 수 있다. (1) 지신허와 얀치허에 최초의 학교들이 설립되는 1860년대, 1870년대, (2) 선교학교의 보급이 이루어지는 1870년대, 1880년대, (3) 면청(面廳)에 의해 학교가 설립되는 1890년대.초기에 개설된 한인학교들은 러시아당국에서 지불한 자금으로 세워졌다. 그러나 이 자금들은 부정기적으로 간간이 지불되었기 때문에 이 학교들은 수시로 문을 닫아야만 했다. 그런데 이 시기에 러시아주민들을 위한 초등학교 설립을 위해 국고가 지불된 바가 없다는 사실을 지적할 필요가 있다. 1870년대에는 러시아정교 교회가 남부우수리지방의 한인들에 대한 선교를 시작하였다. 교회당이 세워지고 그 산하에 학교가 개설되었다. 이들 선교학교는 점차 한인사회의 초등교육기관의 주요한 전형이 되었다. 선교학교에 다닌 학생들가운데는 러시아어와 학업에 뛰어난 학생들이 많았다.1890년대에는 한인학교들이 지역학교로서 공식적인 지위를 획득하였다. 이 시기에 한인학교들은 물질적인 상태가 안정되어 있었다.19세기말에 이루어진 모든 대형한인거주지에서의 학교설립은 20세기초의 수준높은 학교교육(2학급의 학교, 여학교, 교사직에 맞는 준비된 전문교사의 초빙)으로 도약하기 위한 전제(前提)들을 형성해 주었다. 이들 모두는 촌회의 자금과 학부모의 물질적 지원을 끌어들인 덕택으로 가능하였던 일이다. 특히 한인교육의 발전에 대한 면장 표트르 세묘노비치 최(최재형-역자)의 커다란 공헌에 주목할 필요가 있다. 또한 교육의 가치에 대해 깊이 깨닫고 있던 한국인들의 멘탈리티에 대해서도 언급할 필요가 있다. 왜냐하면 한인들은 새로운 땅에서 모든 뒤얽힌 난관들을 극복해가면서, 문화적으로나 언어적으로 다른 환경에서도 자신들의 마을에 학교를 설립하려고 노력하고 아이들에게 기초지식을 교육시키기 위해 노력했던 것이다. In this paper, we review the progressive development of school education among Korean settlers in the southern Ussurisk Region from the establishment of the first school in 1868 to the end of the nineteenth century. We can divide the period into three stages of elementary educational development: (1) the 1860s and 1870s-the opening of the first schools in Tizinkhe and Ianchikhe villages, (2) the 1870s and 188s-the spread of missional schools, (3) the 1890s-the establishement of schools supported by volost'(myeon) administrations. The opening of early Korean schools was supported by the funds provided by the Russian authorities. These schools, however, had to be closed frequently because of the irregular and intermittent financial support. We also need to pay attention to the fact that Russian government had never expend government asset to the elementary education of Russian children in this period. In the 1870s, Russian orthodox churches began to their missionary works among Koreans in the southern Ussurisk region. Elementary schools for Koreans were also established when Russian orthodox churches were built. These missionary schools became the examples of elementary education for Koreans. There were a number of excellent Korean students who were good at Russian and othe studies. In the 1890s, Korean schools obtained the authorized official status by the local administrations as the public village schools and their financial conditions became stabilized. The establishment of schools in all large Korean villages can be said to have prepared preconditions for the higher level of education in the early 20th century(two-course-school, girls's school, the invitation of qualified teachers). The stable financial conditions of Koreans schools were possible thanks to the introduction of village funds and parents' material support. Especially, we need to pay attention to the contribution made by Pyotr Semyonovich Tsoi, the headman(dohon) of Ianchikhe bolost'(myeon). We need to mention the mentality of Korean people who deeply understood the value of education. While Koreans ovecoming all kinds of obstacles, they had also strived to establish schools in their villages for providing basic education to their children.

재외한글학교 교육 목표와 교육과정 운영 및 평가에 대한 분석

김태진,최현희 한국국제문화교류학회 2024 문화교류와 다문화교육 Vol.13 No.4

본 연구는 재외한글학교의 교육 목표와 교육과정 영역 및 내용, 운영, 평가를 분석하여 지역별 특성이 다른 한글학교의 현장 맞춤형 교육과정 개발을 위한 기초자료 제공하는 데 그 목적을 두었다. 연구 방법으로 재외교육기관 자료를 활용하여 약 1,500개한글학교 중 지역별, 규모별 전형성을 갖춘 학교 167개를 선정하였고 학교 소개, 시간표, 운영 자료 등을 검토하여 분석하였다. 지역 특성에 따른 특이 사항은 관계자 인터뷰를 통해 확인하였다. 연구의 결과로 첫째, 교육 목표는 ‘한국에 대한 이해, 공동체 의식, 개인 정체성’으로 분류되었으며, 교육에서 요구되는 보편적 목적과 함께 지역 및 학교의 다양한 특성이 교육 목표에 반영되어 있었다. 둘째, 교육과정 영역과 내용을 유형화한 결과, ‘한국어 중심형, 국어 중심형, 한국어·국어 통합형, 언어전문형, 종합형’의 다섯 가지로 분류되었다. 이는 다시 38가지의 세부 유형으로 나뉘어져 학교 여건에 맞게역동적, 탄력적으로 운영되고 있었다. 셋째, 교육과정에 대한 평가가 체계적으로 실행될 여건이 마련되어 있지 않았다. 따라서 한글학교협의회 및 학교 차원의 평가 지표 개발을 통해 한글학교의 요구를 체계적으로 수용할 시스템을 마련해야 할 필요가 있다. 한글학교 맞춤형 교육과정 개발을 위해서는 한글학교 교육과정의 목표와 운영, 평가를분석하기 위한 현장과 연계한 다각적인 차원의 연구가 필요하다. 아울러 재외동포 교육에 있어서 한글학교의 차별화된 특성이 잘 반영될 수 있도록 한국 정부의 지원 및 한글학교협의회의 협력이 지속되어야 할 것이다. The purpose of this study is to provide basic data for the development of a field-specific curriculum for ‘Korean schools’ with different regional characteristics by analyzing the educational goals, curriculum areas, contents, operation, and evaluation of overseas ‘Korean schools’. As a research method, 167 schools with typical characteristics by region and size were selected out of about 1,500 Korean schools using data from ‘Overseas Koreans Foundation’, and the introduction, timetable, and operation data of high schools were reviewed and analyzed. As a result of the study, first, the educational goal was classified as ‘understanding of Korea, a sense of community, and individual identity’, and various characteristics of regions and schools were reflected in the educational goal along with the universal purpose required by education. Second, as a result of categorizing the curriculum areas and contents, it was classified into five categories: ‘Korean language-centered type, Korean language-centered type, Korean language integration type, language specialization type, and comprehensive type’, which were further divided into 38 detailed types and operated dynamically and flexibly according to school conditions. Third, it is necessary to prepare a system to systematically accommodate the needs of ‘Korean schools’ by developing evaluation indicators at the school level and the ‘Korean School Council’ because the conditions for systematic evaluation of the curriculum are not in place. In order to develop a curriculum tailored to ‘Korean schools’, research at various levels linked to the field is needed to analyze the goals, operation, and evaluation of the Korean school curriculum. In addition, it is necessary to continue the support of the Korean government and ‘Association of the Korean Schoosl’ so that the differentiated characteristics of ‘Korean schools’ can be well reflected in the education of overseas Koreans.

1970~1980년대 재미 한인 사회 변화와 한국학교 교육 연구

김은아 연세사학연구회 2022 學林 Vol.50 No.-

This study explores the changes in Korean society from 1970s to 1980s and Korean schools' education. Korean Americans who moved to the United States in the 1970s and 1980s changed the existing Korean society. In the 1960s, a large number of Koreans moved to the United States through the enactment of the Korean Immigration Act of 1962 and the American Immigration Act of 1965, and they changed the existing Korean society. And based on this increase in Koreans, Korean Catholicism and Korean Buddhism appear, along with the Korean church, which was the mainstream in the existing Korean religion, different from before. At that time, Korean Americans established a Korean school, an educational institution for Korean identity. In Korean schools, education was conducted through Korean language, Korean history, Korean culture education, and activities. In the 1980s, as the numbers of these schools increased, the society decides to gather them up and founded central agencies called the National Association for Korean Schools and the Korean School Association of America. With these agencies, the Korean society could provide more systemic education and better systems since the 1980s. The goals of Korean schools education are ‘forming Korean identity’ and ‘entering mainstream American society’. This can be examined through the educational ideology, and educational content of Korean schools at the time. Since the 1970s, Korean Americans have been aware of their children who have to live as ‘Korean’ and ‘American’ while moving to and settling in the United States. Therefore, unlike Koreans in the previous era, they did not only provide education that emphasized ethnic identity, but also wanted to provide education to help them enter the mainstream society of the United States. Furthermore, it aimed to establish the Korean identity as a national identity with the identity and universality of global citizens. As a result, the pursuit through Korean school education was to cultivate practical and functional Koreans with a dual identity that speaks Korean and English fluently, understands the cultures of both countries, and operates in the mainstream American society. 재미 한인에게 한인 정체성이란 무엇인가? 1970~1980년대 미국으로 이주한 한인들은 한인 사회를 새롭게 변화시켰다. 한인 인구수의 증가와 더불어 한인 천주교와 한인 불교도 이 시기에 등장한다. 이를 통해서 한인 교회가 주류였던 한인 사회에서 한인 천주교와 한인 불교가 등장하면서 한인 사회가 더 다채로워질 수 있었다. 1970~1980년대 형성된 한인 사회는 당대 사회적 배경 속에서 한인 정체성 교육 기관인 한국학교를 설립한다. 한국학교 교육의 목표는 ‘한인 정체성 형성’과 ‘미국 주류사회 진출’이다. 당시 재미 한인들이 확립하고자 한 한인 정체성은 무엇인가? 1970년대 이후 재미 한인들은 미국에 이주하고, 정착하면서 ‘한인’이자 ‘미국인’으로 살아가야하는 자녀들에 대해 인지하고 있었다. 따라서 이들은 이전 시대 한인들과는 다르게 민족 정체성만을 강조하는 교육만을 실시하지 않고, 미국 주류사회로 진출할 수 있도록 돕는 교육을 실시하고자 했다. 더 나아가 세계 시민의 정체성과 보편성을 가진 민족 정체성으로서의 한인 정체성 확립을 목표로 했다. 1980년대 들어서면 재미한국학교협의회와 미주한국학교총연합회라 불리는 지역 단위의 조직을 건설하고, 이 두 조직을 중심으로 한국학교의 양적 증가와 질적 성장을 이루어갔다. 결과적으로 한국학교 교육을 통해 추구한 것은 한국어와 영어를 능숙하게 구사하며 양국의 문화를 이해하고, 미국 주류사회에서 활동하는 이중적 정체성을 가진 실용적이고 기능적인 한인 양성이었다.

한국 로스쿨(법학전문대학원)제도 현황 및 향후 개선방향에 관한 연구 -일본 로스쿨(법학대학원)제도 운영 경험을 중심으로-

곽창신 ( Chang-shin Kwack ) 단국대학교 법학연구소 2012 법학논총 Vol.36 No.2

Both Korean and Japanese law schools were introduced to reform the long-debated problems of the education system in the college of law, the bar-examination and the training system of the future legal professionals. In Korea the discussion of reforming the Judicial System including the introduction of American the law school system officially started on the government level in 1995 during the Kim Young-sam Government. However, it failed because of the strong resistance from the legal circles. Another attempt during the following Kim Dae-jung Government also failed because of the unprecedented IMF financial crisis in Korea and persistent resistance from the legal circles. During Noh Mu-hyun Government, ``the Act on the Establishment and Management of Law School`` finally passed the National Assembly in July of 2007. While Korean government approved only small number of law schools by establishing the high criteria which were very difficult to reach. Japanese government approved many law schools if they passed the certain low criteria which were very easy to satisfy. Twenty-five law schools with 2,000 students in Korea started in March of 2009, while sixty-eight law schools with 5,600 students in Japan started in April of 2004. There are many similarities between Korean law school system and that of Japanese in that two systems are one of modified American-style professional graduate schools such as medical school. However, we can find more differences than we imagine, if we compare them in detail. During three-year-experiences of operation, Korean law schools found some problems such as lack of faithful practice-oriented education and the need for strengthening the relation between the bar examination and the law school education. We can separate the problems of Korean law school into two groups. One group of problems is short-term problems which are necessary for the soft landing of Korean law school system. The other group of problems is fundamental problems including the assertion of abolishment of law school system which should be dealt with long-term perspectives. Short-term problems of Korean law schools are as follows, the difficulties in finding the jobs of future lawyers of law school graduates, excessive burden of law school students because of expensive tuition, serious financial difficulties of each law school and so on. From the beginning of law school system, Japanese law schools have been in difficult situation because of fundamental problems such as imbalance between the number of law school(students) and number of successful applicants in Japanese Bar-examination. For example, only 23.5%(2,063) of applicants(8,765) passed the Japanese Bar-exam. in 2011. The on-going process of reforming of Japanese law schools could be expected from the start of law school system. The Central Government of Japan adopted the policy of voluntarism in correcting the problems from 2009 with financial assistance measures. It advised each law school to cut the number of student quota and close the law schools in the extreme cases. Thus 5 law schools among 74 Japanese law schools are scheduled to close as of April of 2013. Finally, in August of 2012 the Central Government of Japan decided to establish ``Ad-hoc ministers meeting for reforming the training legal professionals`` and it is expected to finalize its duty in August of 2013. In Korea also new Government will start from February of 2013. It means that ``the year of 2013`` will be an golden opportunity for Korea to reform its law school system. There have been claims that Korea also should reform its law school system fundamentally. So it is advisable that Korean Central Government and Korean Association of Law Schools should be prepared to learn from the Japanese law school reform experiences.

한국 로스쿨(법학전문대학원)제도의 개선방안에 관한 연구-일본 로스쿨(법과대학원)제도의 운영 경험을 중심으로-

곽창신 단국대학교 법학연구소 2013 법학논총 Vol.37 No.4

Both Korean and Japanese Government decided to introduce the ‘law school system’ for reforming the long-debated problems such as the education system in the college of law, the bar-examination and the training system of the future legal professionals. While Korean government approved only small number of law schools by establishing the high criteria which were very difficult to reach. Japanese government approved many law schools if they passed the certain low criteria which were very easy to meet. Twenty-five law schools with 2,000 students in Korea started in March of 2009, while sixty-eight law schools with 5,600 students in Japan started in April of 2004. There are many similarities between Korean law school system and that of Japanese in that two systems are one of modified American-style law school. However, we can find more differences than we think, if we compare them in detail. During the five-year-experiences of operation, Korean law schools found some problems. We can separate the problems of Korean law school into two categories. One group of problems is short-term problems which are necessary for the soft landing of Korean law school system. The other group of problems is fundamental problems including the assertion of abolition of law school system itself. Short-term problems of Korean law schools are as follows, excessive financial burden of students because of expensive tuition, abnormal operation phenomena of law school curriculum because of the over-heated competition for good GPA and for the preparation of bar-examination, the criticism on the lack of law-related knowledge of law school graduates because of the shortage of learning time within 3 years of law school system, serious financial difficulties of each law school, the serious difficulties in finding the lawyer-jobs for the law school graduates and so on. From the opening of law school system, Japanese law schools have been in difficult situation because of fundamental problems such as imbalance between the number of law school(students) and number of successful applicants in Japanese Bar-examination. For example, only 26.8%(2,049) of applicants(7,653) could pass the Japanese Bar-exam. in 2013. Because of the above-mentioned problems, Japanese law schools have suffered from the shortage of applicant in entrance examination. In 2013, 64 law schools(93%) could not fill the entrance exam. quota of each law school, and only 2,698 students(63%) entered 69 law schools with the total quota of 4,261 students. The on-going process of reforming the Japanese law schools could be expected from the start of law school system. And the problems of Japanese law schools have been deteriorating from the opening year. Finally in August of 2012 the Central Government of Japan decided to establish ‘Committee of Ministers for the Reform of the Legal Professionals’ Education and Training’. And it was expected to finalize its duty in August of 2013. The Committee disclosed its final report in July 16th of 2013. According to the report, the Committee decided to maintain the current law school system for the time being. It decided to reform some easy problems of law school system, however it delayed its final decision regarding the difficult tasks such as the optimum number of lawyers in Japan in the future, the methods of reforming the low-performance law schools, preliminary-exam. system for the regular bar-exam.Japanese Government decided to create and operate the new special Committee composed of 6 related-Ministers and the Advisory Group composed of experts under its jurisdiction. The newly established Committee will deal with the fundamental reform of the Japanese law school systems including the fore-mentioned difficult tasks. The new Committee was established in September of 2013 and it will last for 2 years. From the lessons of the Japanese law school reform experience, there can be two approaches for Korean law schools. In the short term, Korean ...

일본 오사카부 백두학원 건국학교의 민족교육기관으로서의 의미

김명희 중앙대학교 한국교육문제연구소 2019 한국교육문제연구 Vol.37 No.2

This study revealed the empirical reality of Korean school education which has not been noticed compared to the Joseon schools in the past, especially examining how Korean schools are perceived by the Korean community in Japan, on the case of Keonguk school in Baekdu Academy of Osaka. This study is meaningful, in that it approached the issue from the perspectives of insiders such as parents, teachers and students, beyond the previous studies which have been only conducted to examine current conditions of Korean schools located in Japan. To this end, it attempted to reconsider the role and direction of Korean schools in the future, by interviewing undergraduates from Keonguk School, Baekdu Academy in Osaka, which has 70 years of history located in four different areas in Japan. Keonguk School was selected by parents who desire to provide their children with nationalism education in the society of Koran residents in Japan. When participants selected Joseon and Korean schools, they seemed to be reluctant to accept what is called ‘North Korean education’ in Joseon schools. As Korean schools started to be acknowledged by the Korean government in the 1970s, newcomers’ children often tended to enter Keonguk School. Keonguk School as a ethnic education institution had some distinct limits in the society of Korean residents in Japan. They had a lack of content related to national textbooks, and a gap in educational content regarding Korean history between local students and teachers. They also had poor Korean speaking abilities, and difficulty securing teachers with national attainments and capacity, due to the strict certification requirements of teachers as Iljogyo. Nevertheless, the meaning of Keonguk School should be valued, in that as a national education institution, it provides an opportunity for students to become aware of themselves as Korean residents in Japan. 본 연구는 그동안 조선학교에 비해 주목받지 못했던 한국학교 교육의 경험적 실제를 드러내고, 특히 재일조선인사회 커뮤니티 속에서 나타나는 한국학교에 관한 인식을 오사카부 백두학원 건국학교의 사례를 중심으로 살펴보았다. 이 연구는 그동안 일본과 한국 등에서 재일한국학교에 대해 현황파악에 머물렀던 기존의 연구를 뛰어넘어 학부모, 교사, 학생 등 내부자의 관점으로 접근한 데 그 의의가 있다. 이를 위해 건국학교의 졸업생, 학부모, 교사의 구술을 통해 그들의 교육경험과 인식에서 나타난 민족교육기관으로서 건국학교의 의미를 살펴봄으로써 향후 한국학교의 역할과 방향을 제고하는데 기여하고자 하였다. 건국학교는 재일조선인사회에서 민족교육을 시키고자 하는 학부모들이 선택하는 학교였다. 조선학교와 한국학교를 선택하는 기준에서는 연구 참여자들은 조선학교의 이른바 ‘북한식 교육’에 부담이 있었던 것으로 나타났다. 1970년대 이후부터는 한국정부로부터 한국학교로 인정을 받으면서 뉴커머 자녀들이 건국학교에 입학하는 경향이 많았다. 건국학교는 재일조선인사회에서 민족교육기관으로서 한계점도 분명히 존재하였다. 민족교과 관련 내용 부족, 한국사 교과와 관련해 현지 학생들과 교육내용의 괴리, 한국어 구사력 부족, 일조교로서 교사자격의 엄격화로 민족적 소양과 실력을 갖춘 교사진 확보의 어려움 등이 지적되기도 하였다. 그럼에도 건국학교는 민족교육기관으로서 학생들에게 재일한국인임을 자각할 수 있는 계기를 제공해 주었다는 점에서 의미 있게 평가되어야 할 것이다.

재외 한국학교 운영 현황과 법제 개선 방향 - 재외 한국학교 법인정관 분석을 중심으로 -

김경래 ( Kim Kyong Rae ),최윤경 ( Yoon Kyung Choi ),송성민 ( Song Seong-min ),박성혁 ( Park Sung-hyeok ) 한국법교육학회 2021 법교육연구 Vol.16 No.2

본 연구는 재외 한국학교의 운영에 있어 관련된 법제와 학교법인의 정관을 분석하고 이를 통해 법제 개선 방향을 제시하는 것을 목적으로 한다. 이를 위해 재외국민교육법과 유형별로 나눈 거점 재외한국학교의 정관을 비교 분석하며 재외국민교육법과 실제 학교의 정관 사이에 괴리나 모순되는 부분이 없는지를 확인하고 관련된 쟁점을 드러내고자 했다. 재외국민교육법이 제정되기 이전에 재외 한국학교는 존재한 반면 재외 한국학교의 정관은 학교 법인을 통해 만들어지고 적용되는 만큼 실제 재외국민교육법과 학교의 유형이나 처한 상황에 따른 학교별 정관 사이에는 여러 가지 문제가 발생하고 있는 상황이다. 거점학교를 중심으로 재외 한국학교 운영 실태를 정관 분석을 통해 볼 때 실제 운영은 일관성 없이 다양한 형태로 혼재되어 있음을 확인하였다. 본 연구에서는 재외 한국학교의 운영상 법제 분석을 학교 운영 및 지배 구조, 교육과정 운영, 교원 수급 및 관리체계 측면으로 나누어 보고 원활한 재외 한국학교의 운영을 위한 올바른 법적 기반 마련을 역설하고자 한다. The purpose of this study is to analyze the laws related to the operation of overseas Korean schools and to suggest directions for improving the laws. To this end, we tried to compare and analyze the Overseas Korean Education Act and the bylaws of overseas Korean schools divided by type, check whether there are any discrepancies or contradictions between the Overseas National Education Act and the actual school's bylaws, and reveal related issues. While overseas Korean schools existed before the Overseas Korean Education Act was enacted, the articles of incorporation of overseas Korean schools were created and applied through a school corporation. A problem is occurring. When looking at the operating conditions of overseas Korean schools centering on the base schools through the articles of association analysis, it was confirmed that the actual operation was inconsistent and mixed in various forms. In this study, the analysis of the legal system for the operation of overseas Korean schools is divided into the aspects of school operation and governance, curriculum operation, and teacher recruitment, and it is intended to emphasize the establishment of a correct legal basis for the smooth operation of overseas Korean schools. Considering the characteristics and types of overseas Korean schools, and considering the complex and incomplete reality of domestic and foreign legal systems, it is suggested that it is necessary to review and secure consistency and systemicity in operation.

해외 정규교육기관을 통한 한국어교육 활성화 방안: 한국교육원장 대상 설문조사를 바탕으로

김선정 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.6

The purpose of this paper is to present a plan to revitalize Korean language adoption of overseas elementary and secondary schools after conducting a questionnaire survey with directors of Korean Education Center overseas on how to activate Korean language education abroad. Korean language education, which has long been centered on adult education through non-formal educational institutions, is continuously expanding in elementary and secondary schools, which are formal educational institutions thanks to developing and executing strategic projects centered on the Ministry of Education for the past 20 years. In order to continue this atmosphere and to expand the interest in the adoption of Korean as a subject in elementary and secondary schools in more countries, systematic and strategic support at the Korean government level is needed. The Korean language support program in elementary and secondary schools, which is being promoted by the Ministry of Education, is a timely move to take a leap forward considering the local situation where the interest in Korean culture has recently increased due to the Korean Wave. In order to activate the Korean language adoption of elementary and secondary schools, local universities must first be activated and then expanded to elementary and secondary schools. In addition, it is necessary to expand the Korean government's support for Korean language education at elementary and secondary schools, and to promote the establishment and operation of the Korean Education Center overseas. In addition, it will focus on the location of Korean companies and the formation of overseas Korean communities, build infrastructure for Korean language education, and improve the quality of Korean language education. Lastly, Korean language adoption programs have to be executed as well as policy support for Korean language learners. In addition, management of schools that have already adopted Korean language as a subject is necessary. To this end, active support from the government level and organic cooperation between institutions related to Korean language education are required. 이 논문의 목적은 한국교육원장들을 대상으로 해외 한국어교육의 활성화 방안에 관한 설문 조사를 실시한 후이를 바탕으로 해외 정규교육기관의 한국어 채택 활성화 방안을 제시하는 데 있다. 오랫동안 비정규교육기관을 통한 성인 교육 중심으로 이루어져 오던 한국어교육이 지난 20년 동안 정부에서전략적인 사업을 개발하고 실행함으로써 초중등학교를 중심으로 한 정규교육기관에서의 한국어교육이 지속적으로확대되고 있다. 이러한 분위기가 지속적으로 이어지고 보다 많은 국가의 초중등학교에서 한국어를 교과목으로 채택하는일에 대한 관심이 확대될 수 있도록 하기 위해서는 한국 정부 차원의 체계적이고 전략적인 지원이 필요하다. 교육부가추진하고 있는 초중등학교에서의 한국어 채택 지원 사업은 최근 한류 등으로 인해 한국 문화에 대한 관심이 고조되어있는 해외 현지 상황을 고려해 볼 때 지금이 도약을 꾀할 수 있는 적시라고 할 수 있다. 초중등학교의 한국어 채택을 활성화하기 위해서는 현지 대학을 먼저 활성화한 후 초중등학교로 확대해야 한다. 또한 초중등학교 한국어교육에 대한 한국 정부의 지원을 확대하고, 한국교육원의 설치 확대 및 운영을 활성화해야한다. 이뿐만 아니라 한국 기업 진출 소재지 및 한인사회 형성지역을 집중 공략하고, 한국어교육을 위한 인프라를구축하면서 한국어교육의 질을 제고해야 한다. 끝으로 한국어 학습자를 위한 정책적 지원과 함께 한국어 채택 지원사업을 추진함과 아울러 한국어를 이미 채택한 학교의 관리에 힘써야 한다. 이를 위해서는 무엇보다도 정부 차원의적극적인 지원과 해외 한국어교육 관련 기관 간의 유기적인 협력이 요구된다.

한국 마케팅 思考의 변천에 관한 연구

문병준 한국기업경영학회 2009 기업경영연구 Vol.16 No.3

The Republic of Korea has the 60th anniversary last year and Korean companies have its 60 years history. At the turning point of this seminal history of Korean companies, this study retrospects the evolutions and trends of marketing thoughts in Korea and prospects future direction. To this end, it examined existing domestic and foreign studies regarding marketing thought schools. Resultantly, Sheth and Gardner(1982)’s six marketing schools and Shaw and Jones(2005)’s nine marketing schools classifications are perceived as most appropriate because they are and most comprehensive and quoted frequently by other studies. The nine marketing schools are as follows: marketing functions school, commodities school, institutional school, marketing management school, marketing system school, consumer behavior school, macro-marketing school, exchange school, and marketing history school. Based on these classification schemes, this study examined 400 papers published at 22 books of the Journal of Korean Marketing Association and 158 papers published at 66 books of the Korean Management Review, and 210 papers published at 36 books of the Korean Journal of Marketing, taken together 768 papers, and analyzed the history of marketing thoughts in Korea. The selection of journals to be analyzed may influence the result of the study significantly, thus it should be administered based upon a valid and reliable criteria. The citation index journals of marketing discipline cited by NRF(national research foundation) are as follows: Journal of Korean Marketing Association, Korean Journal of Marketing, Journal of Marketing Management Research, Journal of Global Academy of Marketing Science, Journal of Consumer Studies, Journal of Distribution Research, Advertising Research, Korean Journal of Advertising, Journal of Commodity Science and Technology, and Consumption Culture Study. This study selected and analyzed Journal of Korean Marketing Association and Korean Journal of Marketing which are published by the Korean Marketing Association, the leading academic association of marketing discipline in South Korea and Korean management Review published by the Korean Academic Society of Business Administration, the leading academic association of business administration discipline including marketing. The reason of choosing these journals are as follows: First, Journal of Consumer Studies, Journal of Distribution Research, Advertising Research, Korean Journal of Advertising, Journal of Commodity Science and Technology, and Consumption Culture Study are excluded because they specialized in a specific area of marketing rather than diverse areas of marketing. Second, Journal of Marketing Management Research and Journal of Global Academy of Marketing Science also publish papers of diverse areas in marketing, however, very unfortunately the authors couldn’t get the whole volumes of these journals. The analysis result shows that papers of consumer behavior school, the representative school of marketing after so called paradigm shift, occupied 41.7% in 1986, the year of inauguration of Journal of Korean Marketing Association, and they didn’t show any growth for the mean time, and recorded 52.6% share in 2004. In total, the papers of consumer behavior school has been showing the leading position by occupying 39.1%. Papers of marketing management school, another representative school in marketing occupied 16.7% in 1986, the year of inauguration of Journal of Korean Marketing Association, and increased into 41.7% and 50.0% in two consecutive years after the year and showed fluctuation between 20% and 40%. In total, the papers of marketing management school has been showing 35.8% share. These two leading schools has been occupying the majority position by recording 74.9% share. The analysis result also shows that papers of marketing functions school, commodities school, and institutional school, so called traditional schools, occupied relatively minor shar... 지난해 대한민국이 건국 60주년을 맞이하였고 그에 따라 한국 기업들도 60년의 역사를 갖게 되었다. 이러한 한국 기업사적 전환점을 맞아 본고에서는 우리나라의 마케팅 사고가 어떻게 태동되고 변천해왔는가를 회고하고 향후 전개방향을 전망해 보았다. 이를 위하여 국내외의 마케팅 사고의 학파에 관한 기존의 연구를 검토하였는데, Sheth와 Gardner(1982)가 제시한 6개 마케팅 학파분류와 Shaw와 Jones(2005)가 제시한 9개 마케팅 학파 분류체계가 마케팅 사고에 관한 연구들에서 가장 광범위하게 인용되는 분류체계인 것으로 분석되었고, 특히 Shaw와 Jones(2005)의 분류가 가장 최근에 제시된 분류체계인데다 타 학자의 분류체계를 포괄하면서 보다 세분화된 분류체계인 것으로 판단되어 본 연구에서는 이 분류체계를 채택하여 연구를 진행하였다. 본 연구에서는 이들 분류체계를 토대로 하여 국내의 마케팅 분야를 대표하는 학술지인 「마케팅연구」의 창간호부터 최근호까지의 전 22권에 게재된 총 400편의 논문과 동일한 기간 중 「경영학연구」 전 66권에 게재된 총 158편, 「한국마케팅저널」의 창간호부터 최근호까지 210편을 합하여 총 768편의 마케팅 논문에 대하여 각각 해당하는 마케팅 학파를 분류하고 한국 마케팅 사고의 변천을 분석하며 향후 과제를 검토하였다.