이명박 정부의 공교육정책 지배담론에 대한 비판적 고찰 : 공교육부실담론을 중심으로

김천기 한국교육사회학회 2009 교육사회학연구 Vol.19 No.1

The purpose of this study is to examine the discourse of the low educability of the public schools that constitute the hegemonic discourse of the educational policies of Lee Muyng-bak's government. The focus of the study is on the discourse on excellence, diversity, autonomy, disclosure of the scholastic achievements of the schools and the government's educational policy based on that discourse. Though the discourse underlying the educational policies appears to be plausible, it is concluded that the discourse is not valid and justifiable. The conservative discourse on the schools' failure is nothing but the discourse on the superiority of private education; the diversification of the school type means the dual system of the ordinary school and high-ranking school divided according to the social class; educational excellence means the concentration of the excellent students in some self- funded schools and autonomous private schools; liberalization of the school is to model the operating system of the cram schools. The disclosure of the scholastic achievements of the schools is not for evaluating the school effectiveness, but for simply comparing the proportions of the excellent students among the schools, in favor of the schools in the upscale urban community. The discourse underlying the educational policies of Lee Muyng-bak's government is not directed toward establishing new educational paradigm, but strengthening the outdated educational competition of the schools. The educational policies following the discourse are absolutely advantageous to the dominant class in educational competition, which means far greater increase in the dominant class' ratio of entrance of prestigious universities than ever. They will lead to serious results as reproduction of social inequality is institutionalized by public schools, far from improving the educability of all the schools. 본 연구의 목적은 이명박 정부의 공교육정책의 지배담론을 형성하고 있는 공교육부실담론의 타당성을 비판적으로 분석하는 데 있다. 여기서는 교육의 수월성․다양화, 자율화, 성적 공개 등의 쟁점에 한정해서 살펴보았다. 공교육부실, 학교자율화, 다양화, 수월성, 학교별 성적 공개 등에 대해서는 누구도 이의를 제기할 수 없을 정도로 당연한 것으로 보인다. 공교육부실이라는 대중적 믿음에다가, 자율화, 다양화, 수월성, 성적 공개 등 그 용어를 보면 그 어떤 것도 설득력을 갖지 않은 것이 없어 보이기 때문이다. 하지만, 그 내용을 보면, 그 어느 것 하나 타당성․정당성을 인정하기가 어렵다. 공교육부실담론은 기실 공교육위기를 조장하는 사교육우월담론이며, 학교유형 다양화는 엘리트교육과 일반보통교육으로 이원화하는 계층분리교육이며, 수월성은 소수 사립학교에로의 우수학생 집중화이며, 학교자율화는 교육자율화가 아니라 학교의 입시학원화이다. 공교육부실담론에 따른 교육정책들은 기존의 구태의연한 입시경쟁교육의 틀을 벗어나서 새로운 교육패러다임을 구축하기 위한 개혁이 아니다. 그러한 것들은 지배집단의 명문대 입학의 유리함과 연관된 교육제도의 변동으로, 오히려 사회불평등을 확대 재생산하고 교육본질의 구현과는 반대의 방향으로 가고 있는 것이다.

설립별 학교유형과 역사적 전통에 따른 사학 유형이 학업성취도에 미치는 영향: 일반계고교를 중심으로

김영화,김재웅,류한구 한국교육사회학회 2007 교육사회학연구 Vol.17 No.3

This study attempted to examine the school effect of private general high schools in Korea. Classifying private general high schools by their tradition, we analyzed the effect of private schools and their tradition on their students' academic achievement, employing Hierarchical Linear Models. Private schools were classified by their tradition into three types: schools founded before liberation(1944 and before); schools founded between liberation and the implementation of high school entrance policy of student assignment by lottery(1945~1973); and schools founded after the implementation of the high school entrance policy(1974 and after). As for data, we used the data set combining ① the raw data of 2003 KEDI educational statistics DB on general high schools, ② the survey data collected for KEDI research "An analytical study on the qualitative level and actual condition of school education: the case of high school in Korea"(Kim et al., 2003) and ③ the scores of joint exam scholastic aptitude test carried out by Seoul Education Office in 2003. The levels of academic achievement in English and mathematics were found to be higher for private school students than for public school students and the longer the tradition of private schools, the higher the level of their students' academic achievement. When individual and school input variables were controlled for, the levels of academic achievement appeared to be higher in private schools founded before liberation than in public schools. 이 연구에서는 일반계 사립 고등학교를 역사적 전통에 따라 해방이전 설립학교, 해방이후 평준화이전 설립학교, 평준화이후 설립학교로 유형화하여 설립별 학교 유형 및 역사적 전통에 따른 사학 유형의 학교효과를 분석하였다. 분석을 위한 자료는 2003년도 KEDI 교육통계DB 가운데 일반계 고등학교 통계자료와 KEDI 「학교교육 실태 및 수준 분석 연구: 고등학교」의 설문조사자료, 2003년 6월 서울시 교육청 주관으로 시행한 연합모의 수학능력시험 성적을 결합한 자료를 활용하였다. 위계적 선형모형에 기초하여 학교 소재지역, 학교 평균 사회경제적 수준, 학생의 가정배경과 부모의 지원 등 학교와 학생 관련 투입 요인을 통제한 상태에서 학교 설립유형 및 사학의 역사적 전통이 학생들의 학업성취도에 미치는 영향을 분석한 결과, 역사적 전통이 오래된 사립학교 학생들의 학업성취도는 영어와 수학 영역 모두 국·공립학교 학생들의 학업성취 수준에 비해 유의미하게 높은 것으로 나타났다.

특수학교의 학교도서관 운영 실태 분석 연구

장보성 한국도서관·정보학회 2019 한국도서관정보학회지 Vol.50 No.1

This study investigates the operation status of Special Schools' School Library and suggests policy implications after comparing with the School Library. As a result of the study, compared with general schools by region and school establishment, special schools are lacking in collection, budget, reading seats and usage. The number of collections per student in special schools is 57.9, the number of loans is 10.8, while the number of general schools is 96.7 and 29.6. The budget is about 30% of general schools, more than 90% of general schools have more than 20 seats, while Special Schools are only 75 (42.9%). There is not one volume of use compared to the collection. There are 47 schools (26.8%) with specialized staff, and only 20 schools have librarian licenses. Therefore, in order to revitalize the school library of special schools, it is necessary to cooperate with related organizations with disabilities in the local community, to expand collections, to have professional librarians and to improve the facilities environment. 본 연구는 유명무실하게 존재하는 특수학교 학교도서관의 운영 실태를 일반학교 학교도서관과 비교․분석하고 정책적 시사점을 제언하고자 한다. 연구결과, 지역별, 학교 설립별 일반학교와 비교했을 때 특수학교는 장서, 예산, 열람좌석, 이용 측면에서 현저하게 미흡한 수준이다. 특수학교의 학생 1인당 장서 수는 57.9권, 대출자료 수는 10.8권인 반면 일반학교는 96.7권, 29.6권이다. 예산은 특수학교가 일반학교의 30% 수준이며, 일반학교의 90%이상이 20석 이상의 열람좌석 수를 보유한 반면, 특수학교는 75개교(42.9%)에 불과하다. 소장 장서 대비 이용량에서도 채 1권도 되지 않는 수준이다. 특수학교 학교도서관 운영을 위한 전담직원이 있는 학교는 47개교(26.8%)이며, 사서자격증을 보유하고 있는 학교는 20개교에 불과하다. 따라서 특수학교의 학교도서관 활성화를 위해서는 지역사회 장애인 기관과의 협력, 기본적인 장서와 전담인력, 시설환경 개선이 필요하다.

제주지역 학교 실내공기질 현황 연구

최윤희,류재용 한국환경기술학회 2024 한국환경기술학회지 Vol.25 No.3

. Indoor air quality concentrations of 33 schools, 30 general high schools and 3 special schools, for the first and second half in Jeju City, were compared in terms of PM10, PM2.5, CO2, HCHO, total suspended bacteria, and falling bacteria. In the case of fine dust, the average concentration in the first half was 7.5 ug/m3 in general high schools and 8.4 ug/m3 in special schools, whereas the average concentration in the second half was 11.0 ug/m3 in general high schools and 6.2 ug/m3 in special schools. This revealed that the average concentration for general high schools in the second half was about 1.5 times higher than that of the first half. In the case of carbon dioxide, the average concentration in the first half was 782.0 ppm in general high schools, 758.0 ppm in special schools, whereas the average concentration in the second half was 738.0 ppm in general high schools, and 705.0 ppm in special schools. This confirmed that the average concentration was higher in the first half than in the second half. It was expected that the amount of activity of school events and students increased during the monitoring period from May to June. With respect to formaldehyde, the average concentration in the first half was 40.7 ug/m3 in general high schools and 40.4 ug/m3 in special schools, which implied that there was no significant difference in the concentration in the first half. In contrast, the average concentration in the second half was 25.7 ug/m3 in general high schools and 26.0 ug/m3 in special schools, which differed by about 0.3 ug/m3. At the time of field monitoring, the concentration was expected to be high because ventilation was not often performed in an enclosed space indoors. Total suspended bacteria and falling bacteria were found to be greatly affected by temperature and humidity. While the average concentration of suspended bacteria in the first half is 112.8 CFU/m3 in general high schools and 115.9 CFU/m3 in special schools, the average concentration of suspended bacteria in the second half is 70.2 CFU/m3 in general high schools and 67.2 CFU/m3 in special schools. The higher the temperature, the more bacterial propagation increased, which demonstrated that the average concentration was higher in the first half than in the second half.

The Purpose and the Distinctiveness of Christian Schools

장화선 한국기독교교육학회 2009 기독교교육논총 Vol.22 No.-

This article explores the purpose and the distinctiveness of Christian schools which are the contemporary concerns of church leaders and Christian educators in Korea. Based on this issue, the purpose of this paper is to provide basic ideas of Christian schools to Christian parents and educators. In order to delineate the purpose of this article following specific contents shall be discussed. First, this paper will describe why we need Christian schools today. This question will be discussed based on the religious nature and cultural aspects of education, God’s mandate and the Great Commission. Second, the purpose of Christian schools will be described in terms of helping parents to perform their tasks, pupils’ serving the Lord, teachers’ teaching biblically, taking up our cross to follow Christ, and God’s glory. Third, five elements will be explored as the distinctiveness of Christian schools such as truth, biblical integration, Christian staff, potential in Christ, and organizational practice. God wants us to establish Christian schools and our students to be educated in Christian perspectives. To accomplish this commissions parents, church leaders and christian teachers need to understand the necessity, purpose and distinctiveness of Christian schools. Christian schools intend not only to follow Christ and glorify God but to help students develop a God-centered world and life view. This article explores the purpose and the distinctiveness of Christian schools which are the contemporary concerns of church leaders and Christian educators in Korea. Based on this issue, the purpose of this paper is to provide basic ideas of Christian schools to Christian parents and educators. In order to delineate the purpose of this article following specific contents shall be discussed. First, this paper will describe why we need Christian schools today. This question will be discussed based on the religious nature and cultural aspects of education, God’s mandate and the Great Commission. Second, the purpose of Christian schools will be described in terms of helping parents to perform their tasks, pupils’ serving the Lord, teachers’ teaching biblically, taking up our cross to follow Christ, and God’s glory. Third, five elements will be explored as the distinctiveness of Christian schools such as truth, biblical integration, Christian staff, potential in Christ, and organizational practice. God wants us to establish Christian schools and our students to be educated in Christian perspectives. To accomplish this commissions parents, church leaders and christian teachers need to understand the necessity, purpose and distinctiveness of Christian schools. Christian schools intend not only to follow Christ and glorify God but to help students develop a God-centered world and life view.

종교교육과 사립학교의 자율성

박상진 장로회신학대학교 기독교사상과문화연구원 2019 장신논단 Vol.51 No.1

Religious education in religious schools in Korea is in crisis. Religious schools ask for educational autonomy in order to achieve their own educational philosophy. However, the autonomy of private schools is seriously limited in Korea. There are five factors which construct the autonomy of a private school: the right of student selection, curriculum design, teacher selection, deciding tuition, and constructing the board of trustees. In Korea, the autonomy of private schools has been restricted by the policy of equalization in education, revision of private school laws, the national curriculum, abolition of autonomous private high schools, and public school oriented policies. Therefore, religious schools in Korea cannot select students who agree to their own educational philosophies, make a curriculum which pursues their educational philosophies, select teachers who teach along these educational philosophies, set appropriate tuitions through which they can manage the schools, nor construct their own board of trustees. In order to overcome these limitations, this study suggests seven methods: movements by school students’ parents asking to recover their own rights to select the schools for their children, diversification of the pattern of private schools, policies for avoiding and changing schools, improvement of the image of private schools, category-spanning solidarity among private schools, the active role of religion, and the formation of bonds of sympathy. 한국에서의 종교계 학교의 종교교육은 위기에 처해 있다. 종교교육이 제대로 이루어지기 위해서는 종교계 학교의 자율성이 보장되어야 하는데 우리나라의 경우는 사립학교의 자율성이 심각하게 위축되어있기 때문이다. 사립학교가 건학이 념을 구현하기 위해서는 다섯 가지 조건이 충족되어야 한다. 학생 선발권, 교육과정 편성권, 교사 임용권, 등록금 책정권, 사학법인 구성권 등이다. 그런데 한국의 경우, 평준화 정책, 개정 사립학교법, 국가교육과정, 자율형 사립학교 폐지, 공교육 강화 정책 등에 의해 이러한 사립학교의 자율성이 심각하게 위축되고 있다. 한국의 종교계 사립학교는 건학이념에 동의하는 학생을 선발할 수 없으며, 건학이 념을 구현할 교육과정을 편성할 수 없으며, 건학이념에 근거해 학생을 가르칠 교사를 임용하는 데에도 제약을 받고 있으며, 학교를 자율적으로 운영할 수 있는 등록금 책정권이 없으며, 개방이사제로 인하여 법인 구성의 자율성도 제한을 받고 있다. 한국에서 종교계 사립학교가 자율성을 회복하여 본래의 설립목적대로 건학 이념을 구현하기 위해서는 어떤 대안을 제안할 수 있을 것인가? 본 연구는 일곱 가지 방안을 제시하고 있는데, 학교선택권을 되찾는 학부모 운동, 사립학교 유형의 다양화, 회피 및 전학제도, 사학의 이미지 제고, 범사학의 연대, 종교계의 적극적 역할, 진보, 보수를 뛰어넘는 공감대 형성 등이다.

혁신학교와 일반학교 중학생의 전학년 학업성취도 변화 양상 비교 : 경기도 혁신학교를 중심으로

안영은,박세진 한국교육학회 2019 敎育學硏究 Vol.57 No.1

본 연구는 혁신학교의 인지적 측면의 학교효과를 살펴보기 위해, 혁신학교와 일반학교 중학생들의 3 년 간 학업성취도를 바탕으로 그 변화 양상을 분석하였다. 분석 대상은 경기교육종단연구(Gyeonggi Education Panel Study: GEPS) 2012의 4-6차년도 자료이며, 분석방법은 t검증, 잠재성장모형, 성장혼합 모형을 활용하였다. 분석결과를 요약하면 다음과 같다. 먼저, 혁신학교와 일반학교 학생들의 중학교 재학 기간 내 학업성취도 차이가 유의하게 나타나는지 분석한 결과, 중1 시기를 제외하고는 모두 혁신학교가 일반학교 보다 더 높은 성취도를 나타내고 있었 다. 둘째, 혁신학교와 일반학교 학생들의 학업성장 변화율에 있어 차이가 있는지 분석한 결과, 혁신학교 가 일반학교 보다 더 긍정적인 영향을 미치고 있었다. 셋째, 혁신학교와 일반학교 각각 학생들의 학업성 취도 변화 양상을 유형화한 결과, 잠재계층은 동일하게 4개의 유형(상위/중위상승/중위하락/하위)으로 분 류되었다. 넷째, 성취 집단의 비율과 세부적인 변화 양상에 있어서는 학교유형별로 차이가 있었다. 혁신 학교는 상위, 중위, 하위 집단의 비율이 고르게 나타났으나, 일반학교는 상위층과 하위층이 두텁고 상대 적으로 중위층 비율이 적은 특징을 보였다. 성취 변화 정도에 있어서는 혁신학교가 상위, 중위, 하위 모 든 성취집단 내에서 일반학교보다 긍정적으로 나타나고 있었다. The purpose of this study is to investigate the changes based on the three-year academic achievement of middle school students in innovation and general schools. To achieve this research objective, data were utilized from data of Gyeonggi Education Panel Study: GEPS 2012 (2015-2017) conducted by Gyeonggi Institute of Education, and t-test, latent growth model, and growth mixture model analysis were used. The results of this study are as follows. First, except for the first year of middle school, innovation school students showed higher performance than general school students. Second, according to the result of latent Growth Model analysis, innovation schools affect positively the change rate in students achievement. Third, both in innovation schools and in general schools, the changes of students’ achievement can be divided into four types(upper/rising-middle/falling-middle/lower). Fourth, there were differences between the types of schools in terms of the ratio of achievement groups and the patterns of change in detail. Innovation schools showed an even percentage of upper, middle, and lower classes, while general schools had a relatively lower middle class, with higher upper and lower classes. In terms of the extent of the change in achievement within the upper, middle and lower achievement groups, innovation schools were more positive than general schools.

혁신학교의 쟁점 탐색

이병환,심현 한국교육철학회 2017 교육철학 Vol.65 No.-

This study seeks to explore the major issues of innovation schools. Innovation schools are one of the policies pursued for the normalization of public education and school renovation. Innovation schools focus on performance-centric, team-centric education, not team-centric education. The school has been designated by about 400 schools nationwide as of 2017, when it was first implemented by the Gyeonggi Provincial Office of Education in 2009. There are many issues surrounding innovation schools, but this research has led to issues related to relationships related to innovation schools. Schools reform, school innovation, reform of schools, relations with general schools, and relationships with charter schools in the United States discussed the effectiveness of school reform. In the future, schools have a task to show new things for a healthy school culture based on the voluntary and participatory nature of education bodies to successfully fulfill the responsibilities of improving public education.

사립학교 과잉규제의 위헌성에 관한 연구

명재진 한국교회법학회 2023 교회와 법 Vol.10 No.1

Private schools provide special and diverse education that public schools cannot provide, and through this, parents give their children a wide range of opportunities to receive education.* Professor of Law School Chungnam National University Since the freedom to establish private schools is guaranteed by the constitution and laws, the autonomy and autonomy to operate the schools according to the founding ideology must be recognized. However, the Private School Act has few provisions to nurture and protect the autonomy, speciality, and creativity of private schools, and has too many regulations for state supervision and regulation. Private schools are losing freedom of operation due to the open director system and the appointment of directors through the Private School Dispute Mediation Committee. The Constitutional Court and the courts, through many rulings, demand the public nature of private schools and infringe on the freedom to operate private schools. Christian universities are also being deprived of freedom of religion due to the ban on chapels issued by the National Human Rights Commission of Korea. Chapel classes at Christian universities are being conducted as a missionary work to maintain the university's identity, so it is not a matter for the state to intervene, and banning them is against the constitution. Due to the recent revision of the Private School Act, the superintendent of education obliges teachers to take a written test, which limits private schools' freedom to hire teachers. Currently, private schools are in danger of losing their identity as private schools due to excessive restrictions on freedom by the state and being converted into public private schools.

사학 민주화와 사학개혁의 과제

정대화 한국사회과학연구회 2014 동향과 전망 Vol.- No.90

Although Korean education is composed of national-public school and private school, the ratio of private school is absolutely higher than national-public school in higher education institutions. The corruption of private schools arisen from the excessive ratio and undemocratic atmosphere of private schools has been the most radical issue. The issue about the corruption of private schools started as part of educational democratization, and to solve that corruption the interim director was dispatched. In this respect the interim director system was considered as a transitional system for educational democratization. So at that time some efforts for the reform of private schools law were continued. But the interim director system was collapsed because of return of the old private school foundations. In addition, nowadays the issue of private school corruption retreats because of university restructuring. To solve the problem of private schools, there is a need for a paradigm shift that private schools is not a private property but a public institutions. Moreover the ratio of private schools must be cut down, and the national-public schools must be expanded. And also it is necessary to expand the public director, to introduce the public management university model, to legislate the private schools corruption prevention law, to abolish the PSDR. Finally government beware lest university restructuring retain the undemocratic management of private schools. 우리 교육은 국공립과 사학의 혼합체제로 이루어져 있지만 고등교육에서 사학이 차지하는 비중은 압도적으로 높다. 사학의 과도한 비중과 더불어 사학의 비민주성에서 비롯된 사학비리는 우리 교육의 가장 첨예한 쟁점으로 부각되어 있다. 사학비리는 1980년대 민주화의 과정에서 교육 민주화의 일환으로 부각되었고, 사학비리 문제를 해결하기 위한 방안으로 임시이사 체제가 도입되었다. 임시이사 체제는 교육 민주화의 과도기적인 체제로 간주되었다. 이 과정에서 사립학교법 개정을 통해서 사학의 민주성을 확보하기 위한 노력 또한 병행되었다. 그러나 사학분쟁조정위원회에 의해 모든 임시이사 파견대학에 구재단이 복귀하게 되었으며 그 결과 사학비리가 면죄부를 받고 과도기적 민주체제인 임시이사 체제는 붕괴되었다. 최근에는 대학대란에 대응하기 위한 대학구조조정이 부각되면서 사학의 비민주성과 사학비리의 쟁점이 후퇴하고 있는 상황이다. 사학 문제를 개선하기 위해서는 사학을 사유재산으로 간주하는 관점에서 벗어나 국가 공교육을 담당하는 공공기관으로 바라보는 인식의 전환이 있어야 하며, 이를 바탕으로 과도한 사학의 비중을 줄이고 국공립의 비중을 높이면서 사학의 민주성과 투명성을 확보하기 위한 정책을 실시하여야 한다. 공익이사제를 강화하고 공영대학 모델을 도입하는 것, 사학부패방지법을 제정하는 것, 비리재단을 복귀시키는 사분위를 폐지하는 것 등이 필요하다. 대학구조조정 과정에서도 대학구조조정이 사학의 비민주성을 온존시키는 수단이 되지 않도록 유의하여야 한다.