신교육체제하 교원정책의 교육법적 평가 (A Review about the Teacher-Policies from the aspect of Educational law Under the New-Education System)

서지정보

· 발행기관 : 대한교육법학회
· 수록지 정보 : 교육법학연구 / 17권 / 1호 / 1 ~ 30페이지
· 저자명 : 고전

초록

이 논문은 1995년 5․31 교육개혁안에 표방된 신교육체제를 입법적으로 완성한 1998년 교육3법 체제 이후의 대표적인 교원정책을 헌법과 교육기본법을 비롯한 교육법 정신을 준거로 평가한 논문이다. 이는 공교육 신뢰회복의 기치아래 전개되고 있는 일련의 교원 개혁정책의 적합성을 교육법적 시각에서 조명한 의의를 갖는다.
연구 내용은 현재 교직환경 변화에 가장 큰 원인을 제공한 김대중 정부의 교직단체이원화 정책과 교원 정년단축 정책, 그리고 교직발전종합방안을 다루었고, 현 정부에서 쟁점화 된 교원 양성체제 개편과 교원평가제도 개선 방안을 논의했다. 신교육체제하 교원정책의 공적으로는 전문성 신장과 처우개선이라는 정책기조 및 교직우선 원칙의 유지, 교원들의 정책에 대한 관심과 참여의 촉진 등을 들 수 있는 반면, 입법 정신의 구현에 미치지 못하는 입법과 및 접근 방법상의 한계점은 대표적인 과실로 지적할 수 있다. 교직유지의 선결과제, 사립학교 교원에 대한 배려, 교사회 법제화 과제, 그리고 공무원 신분 한계의 극복이라는 근본적 과업은 이 논문의 소결이다.

영어초록

The purpose of this study is to present the merits and demerits and suggest the tasks which I derived from analyzing of the teacher-policies under the New-Education System. The New-Education System is legally completed by the Three Law Code System in 1998. It means three legal system of Education Basic Law, School Law, and Social-Education Law.
I derived the criteria of reviewing from the Constitution of the Republic of Korea, Education Basic Law, Primary․Secondary Education Law, Higher Education Law, etc. The basic principle in the teacher-law is prescribed as " Legislation of teacher's status"(Article31⑥). It is acted as a barometer in the legislation of teacher's status and the reform of teacher-policy. Also Education Basic Law declare the eight main points related with teacher and teacher's association(Article 14). The important principle about teacher-education is regulated as University of Education(just aimed teacher-education). And main norms of teacher-appointment is certification of their ability and guarantee of equal opportunity.
At the chapter Ⅲ and Ⅳ, I criticized the teacher-policies of now and pre-government(President Ro Moo-hyun, Kim Dae-jung). The analyzed teacher-policies is consisted of five cases, the policy of lowering retirement age, the legislation of Teacher's trade unions, the Comprehensive development plan for teaching profession, the Comprehensive plan for the restructure of teacher-education system(tentative plan, 2004.10.29), and Prescriptive plan for the teacher-evaluation system(tentative plan, 2005.5.3).
As a conclusion, I point out ten merits and demerits, suggested the four tasks through the analyzing the cases study of teacher-policies. The most affirmative result is to maintain the stream of the two keynotes of teacher-policy. This two keynotes of teacher-policy means extension of teacher's professionality and improvement of teaching condition and treatment. And next main result is to promote the consciousness of their right and passion of participation. But government failed in coordinating the different opinions.
The other hand, The most negative demerit is the insufficient legislation (especially related with budget) to support the policy. The current law related with teacher does not secure the status as an educational-professional, on the contrary, does exceed the limitation of human rights as a public official.
Finally, I emphasize the importance of that all kind of educational law and policies should make a contribution toward realization of the Educational human rights. And basic law on teacher's status should be enacted to secure the status as an educational-professional.

참고자료

· 없음