수월성에 대한 교육 정책의 실제적 내용 분석

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 31권 / 1호
· 저자명 : 이미나

목차

요약
Ⅰ. 문제의 제기
Ⅱ. 연구의 설계
Ⅲ. 교육의 수월성
Ⅳ. 정책 제언
참고문헌
Abstract

초록

이 연구는 수월성 정책을 실제적으로 표현하는 교육예산 내역을 분석하여, 과거 30년 (1960-1990)간 교육부의 정책 변천과정을 알아내려는 것이다. 통계적 방법을 통하여, 우리의 수월성 정책은 어느 학교급을 막론하고 평등성 정책에 비해 우선 순위가 쳐져 왔음을 발견하였다. 한편 인건비와 시설비의 국공립 공교육비에 대한 탄성치가 단위 탄력적이므로, 교육예산의 구조가 계속해서 경직적임을 알 수 있다. 교과서 편수 작업이나 교육방법 등의 수월성 향상을 위한 세부적 사업 역시 교육예산 증가분에 비해 비탄력적이었다. 뿐만 아니라 교육부가 수월성을 명시적 목표로 삼은 정도와 그 실제적 집행 노력의 정도 간에 유의한 상관관계를 발경할 수 없었다. 이러한 제반 증거들은 우리 교육부가 교육의 질을 향상시키려는 노력을 실제로 시작해야 된다는 심각한 적신호들이다.

영어초록

This study aims to expose what is going on in educational policy in terms of educational excellence at a financial level for thirty years (1960-1990). Based upon this research questions' findings, I compare the policy planning of educational excellence with the implementation of that.
To analyze this research question, this study uses data including educational budge and policy reports made by the ministry of education during 1960-1990. The educational budget data are analyzed with regression models using loglinear transformation.
The most important policy to our ministry of education during the last thirty years seems to increase the equal opportunity of education in terms of access. Elasticity coefficients of educational expenditures per student (to total pulic school expenditures at each school level) tell us that policy of equal opportunity in terms of access to school is prior to the policy of excellence of education.
Regarding policy of excellence education, textbook compilation, budget and audio-visual education budget to total budget of the ministry of education are unelastic. Good textbooks and teaching methods are critical for a high quality of education. The ministry of education should concern these areas financially as well as nominally in order to improve the quality of education in an efficient way (i.e. with smaller budget scale increase).
Elasticity coefficients of both personal expenditure and facility expenses to budget for ministry of education are almost 1. These tell us that the structure of educational budget is quite limited. It is difficult for the ministry of education to find additional amounts o educational budget for achieving higher quality of education.
What is more important among this study's findings is a gap between nominal policy goals and actual goals. That is in the policy of educational this research does not find statistically significant differences in terms of educational budget scale between years announced officially to be important and years not announced. These findings prove dual structure between educational planning and implementation. I argue planning and financia allocation to be consistent in order to get rid of educational planning divorced from implementation contexts, or implementation unhitched from some form of planning. Without strong links between the planning and implementation of educational development programs, we cannot achieve programs of educational development in terms of quality efficiently.

참고자료

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